Aims: We investigate the relationship between narrative macrostructure, current language exposure, and microstructure in second-grade Spanish-English bilingual children in the United States. Macrostructure knowledge has been claimed to be shared across languages in multilingual individuals. We examine the role of current language exposure and…

This study explored 17 bilingual teacher candidates' (bilingual TCs) representations of their lived experience of language via linguistic portraits. Specifically, attention was paid to the semiotic elements (space, place, time, and the body) these bilingual TCs employed and the ways this assemblage of elements formed raciolinguistic chronotopes.…

Learning to read is a fundamental skill that is understudied among children who hear more than one language at home. A particular limitation in the extant literature is that the samples are often Spanish-dominant and come from low-income households. This literature has evidence that Spanish skills -- both language-specific (i.e., vocabulary) and…

We identify language and discourse skills in 54-month-old Spanish-English bilingual preschoolers and their English-speaking monolingual peers, using multiple measures. Forty-one Spanish-English bilingual and 25 English monolingual children, all US born, viewed an eight-minute wordless video. The bilingual children recounted the story once in…

Research with English monolinguals has identified key subskills of reading comprehension that can differentiate subgroups of readers. There remains a dearth of research examining these subskills in Spanish-speaking bilingual students, and few studies have identified subgroups of readers whose home language is Spanish. This study used latent…

Purpose: For bilingual children with developmental language disorder (DLD), language treatment response is the degree to which an individual child progresses in both of their languages. Understanding what predicts language treatment response for an individual child can help clinicians plan treatment more effectively. Method: This study is a…

This study examined the extent to which kindergarten Spanish reading affected English reading growth trajectories through fourth grade among nationally representative Spanish-speaking bilingual students (N = 312) in the United States and whether the association varied by students' English oral proficiency. Multilevel growth curve analyses revealed…

In professional fields that support the deaf community, there is a significant shortage of professionals of color. Training programs need to employ more culturally sensitive practices. The purpose of the present study was to apply an intersectionality framework during a university service-learning experience in which a group of Spanish-speaking…

Latinos are the largest minority group in the United States (U.S. Census, 2014), yet this term comprises individuals from multiple ethnicities who speak distinct varieties of Spanish. We investigated whether Spanish-English bilingual children (N = 140, ages 4-17) use Spanish varieties in their social judgments. The findings revealed that children…

Spanish speakers in the United States are a steadily increasing population, up by 233% since 1980. Given the growing population of dual language learners (DLLs) and the large numbers of Spanish-speaking children enrolled in pre-kindergarten programs, addressing the educational needs of preschool-aged DLLs has become a national imperative.…

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.…

Spanish speakers in the United States are a steadily increasing population, up by 233% since 1980. Given the growing population of dual language learners (DLLs) and the large numbers of Spanish-speaking children enrolled in pre-kindergarten programs, addressing the educational needs of preschool-aged DLLs has become a national imperative.…

Purpose: The aim of this study was to evaluate the effectiveness of an English-only version and a Spanish-support version of an embodied reading comprehension intervention (Moved by Reading) consisting of 3 stages (physical manipulation, imagined manipulation, and transfer) for Spanish-English dual language learners. Method: Sixty-one dual…

Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement…

Employing a mixed methods approach, this study examined the reading motivations of dual language learners (DLLs) in Grades 3-5 in a suburban Title I school in which the student population was predominantly Hispanic. Twenty-one students completed self-report surveys and participated in interviews focused on two intrinsic motivations (involvement…