Evaluation of language of intervention on expressive-receptive lexical skills for preschool bilingual children
The purpose of the study was to evaluate the expressive-receptive lexical skills gained in bilingual preschool children for both their native language (L1) and second language (L2) when provided a bilingual vocabulary intervention and compared to contrasting monolingual and controlled conditions. This group study assessed four treatment conditions: monolingual English intervention, monolingual Spanish intervention, bilingual English-Spanish intervention, and a controlled intervention condition receiving math instruction. English and Spanish expressive and receptive lexical skills were the dependent variables measured at pretest and posttest. After a brief 4 week intervention block, the bilingual group achieved greater gains in Spanish expressive lexical skills when compared to a monolingual language of intervention group or a controlled intervention condition. The Spanish intervention group achieved gains across English expressive and receptive and Spanish expressive and receptive; however, their gains were less than gains seen in the bilingual group. The English intervention group exhibited gains in English receptive and expressive lexical skills but experienced a decrease in Spanish expressive and receptive skills. The controlled condition exhibited gains in English and Spanish receptive skills, a decrease in English receptive skills and no change in Spanish expressive skills. Overall, in a cumulative evaluation of Spanish and English expressive-receptive lexical skills, the bilingual group demonstrated the greatest gains in lexical skills when compared to the Spanish, English and controlled condition within a 4 week intervention block.
Bilingual education|Speech therapy
Parra-Cisneros, Blanca Estela, "Evaluation of language of intervention on expressive-receptive lexical skills for preschool bilingual children" (2013). ETD Collection for University of Texas, El Paso. AAI1540280.