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Direct linkGatlin-Nash, Brandy; Peña, Elizabeth D.; Bedore, Lisa M.; Simon-Cereijido, Gabriela; Iglesias, Aquiles – Journal of Speech, Language, and Hearing Research, 2021
Purpose: This study examined the use of African American English (AAE) among a group of young Latinx bilingual children and the accuracy of the English Morphosyntax subtest of the Bilingual English-Spanish Assessment (BESA) in classifying these children with and without developmental language disorder (DLD). Method: Children (N = 81) between the…
Descriptors: Bilingualism, Spanish, English (Second Language), Second Language Learning
Bedore, Lisa M.; Peña, Elizabeth D.; Fiestas, Christine; Lugo-Neris, Mirza J. – Language, Speech, and Hearing Services in Schools, 2020
Purpose: Early Interventions in Reading (Vaughn et al., 2006), the only literacy intervention with demonstrated effectiveness for U.S. dual language learners, was enhanced to support the development of oral language (vocabulary, grammar, and narrative) and literacy, which we refer to as "Language and Literacy Together." The primary focus…
Descriptors: Bilingualism, Early Intervention, Spanish, English (Second Language)
Bedore, Lisa M.; Pena, Elizabeth D.; Gillam, Ronald B.; Ho, Tsung-Han – Journal of Communication Disorders, 2010
Measures of productivity and sentence organization are useful metrics for quantifying language development and language impairments in monolingual and bilingual children. It is not yet known what measures within and across languages are most informative when evaluating the language skills of bilingual children. The purpose of this study was to…
Descriptors: Picture Books, Language Impairments, Monolingualism, Language Skills
