Bilingual Versus Monolingual Vocabulary Instruction for Bilingual Children with Hearing Loss.
Journal
Journal of deaf studies and deaf education
ISSN: 1465-7325
Titre abrégé: J Deaf Stud Deaf Educ
Pays: United States
ID NLM: 9889915
Informations de publication
Date de publication:
01 04 2019
01 04 2019
Historique:
received:
08
05
2018
revised:
12
11
2018
accepted:
22
11
2018
pubmed:
1
1
2019
medline:
12
6
2020
entrez:
1
1
2019
Statut:
ppublish
Résumé
Effective vocabulary interventions for children with hearing loss, including children who are bilingual, are needed because of persistent vocabulary deficits in this population. Current instructional practices for children with hearing loss who are bilingual vary in the degree to which they incorporate the language the child uses at home. Unfortunately, there is little direct evidence as to whether bilingual or monolingual instructional practices yield greater benefits for these children. Three Spanish-English-speaking children participated in this single case adapted alternating treatments design study that evaluated the effectiveness and efficiency of bilingual and monolingual teaching procedures for an expressive vocabulary intervention. Contrary to predictions from a monolingual instruction perspective, no evidence of an inhibitory effect of bilingual instruction on English performance was identified. Participants exhibited gains in Spanish for words in the bilingual condition only. Findings suggest more efficient word learning in the bilingual condition as measured by conceptual vocabulary.
Identifiants
pubmed: 30597033
pii: 5266419
doi: 10.1093/deafed/eny042
pmc: PMC6422237
doi:
Types de publication
Comparative Study
Journal Article
Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
142-160Subventions
Organisme : NCATS NIH HHS
ID : UL1 TR000445
Pays : United States
Informations de copyright
© The Author(s) 2018. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.
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