Style F 36 by 48

1
Effects of Bilingual and English-only Vocabulary
Intervention in Bilingual Preschoolers with
Language Disorders Virginia Dubasik M. Adelaida
Restrepo Arizona State University
Introduction
Participants
Results (Continued)
Procedures

• Intervention
• Random assignment to TX conditions (Bilingual
  or English-only)
• Small groups (2-3 children)
• 4 days per week/4 weeks 20-25 minutes daily
• 5 Tier II words per week (total of 15)
• Lessons
• Bilingual (2 days Spanish 2 days English)
• English-only (4 days English)
• Weeks 1-3 book reading/hands-on activities, 1
  book/week
• Week 4 vocabulary review, pictures games

• Studies examining language of intervention in
  preschool children with language disorders and
  are learning English as a second language are
  limited.
• Studies have focused on short-term interventions
  addressing only a few vocabulary items and
  participants were mostly evaluated in the
  receptive modality.
• Few studies have found that English Language
  Learners in bilingual interventions make greater
  gains in English than children receiving English
  only vocabulary intervention.
• These studies do not address childrens gains in
  their native language.
• These results support the hypothesis that
  bilingual conditions have a facilitative effect
  on English acquisition.
• An alternative hypothesis, Time on Task argues
  that more time in English leads to better
  learning (Porter, 1990 Rosell Baker, 1996).
• (Garcia, 1983 Perrozi Chavez-Sanchez, 1992).

• Characteristics
• Thirty predominately Spanish-speaking
  preschoolers with language disorders
• Age range 48 to 64 months (M 54)
• Mexican descent per parent report
• Selection Criteria
• Pass hearing screening
• Nonverbal ability score gt70 on DAS (DAS Elliot,
  1990) or KABCII (KABC-II Kaufman Kaufman,
  2004)
• Identified with a language disorder in Spanish
• Dominant Spanish per parent/teacher/clinician
  report

Expressive Conceptual
Receptive Conceptual


Spanish Receptive
Spanish Expressive


Experimental Measures
Results
Repeated measures ANOVAs.

• Receptive Vocabulary Test (RVT) Identification
  task (English/Spanish)
• Expressive Vocabulary Test (EVT) Naming task
  (English/Spanish)
• Receptive/Expressive Conceptual Scores- obtained
  using the Spanish/English raw scores

English Receptive
English Expressive


Conceptual Scoring
Research Questions
p lt .01
Summary/Conclusion

• Knowledge/concepts unique to each language and
  across both languages
• (Pearson, B. Z., Fernandez, S., Oller, D. K.,
  1993 Peña, E., Bedore, L., Zlatic-Giunta, R.,
  2002).

• Do sequential bilingual Spanish-English children
  with language disorders receiving bilingual
  Spanish-English vocabulary intervention show
  greater gains in conceptual vocabulary
  development than children receiving English-only
  intervention?
• Do children in the bilingual condition show
  greater gains in Spanish receptive and expressive
  vocabulary than children in the English-only
  condition?
• Do children in the bilingual condition show
  greater gains in English receptive and expressive
  vocabulary than children in the English-only
  condition?

• All repeated measures ANOVAs yielded a
  statistically significant main effect of time
  lt.01.
• A significant TimeGroup interaction was observed
  in all ANOVAs with the exception of the analysis
  with Conceptual Scores.
• Intervention was successful for both groups.
• The bilingual instruction gave participating
  children an advantage in Spanish language
  acquisition and the English only instruction gave
  participating children an advantage in English
  language acquisition.
• Both groups made equal gains with regard to
  receptive and expressive conceptual vocabulary.
• While children in both conditions made gains in
  English, the children in the bilingual condition
  demonstrated gains in 2 days of English
  instruction per week as opposed to 4 days. This
  supports the facilitative effect of bilingual
  instruction on English acquisition.

Conceptual
olas and/or waves 1pt.
Spanish (salto 1pt.)
English (waves 1pt.)
Contact virginia.dubasik_at_asu.edu
Project funded by a grant from the Institute of
Education Sciences, Early Intervention and
Assessment of Young Children with Disabilities
R324E06073