Intervention for English Learners with Developmental Language Disorder: Connecting to Classroom English Language Arts Curriculum through Increasing Academic Vocabulary Skills

Autor/in	Roseberry-Mckibbin, Celeste
Titel	Intervention for English Learners with Developmental Language Disorder: Connecting to Classroom English Language Arts Curriculum through Increasing Academic Vocabulary Skills
Quelle	In: Topics in Language Disorders, 41 (2021) 4, S.322-332 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
Schlagwörter	Intervention; English Language Learners; Developmental Disabilities; Language Impairments; Language Arts; Vocabulary Development; English (Second Language); Second Language Learning; Speech Therapy + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachkultur; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Entwicklungsproximale Sprachtherapie; Logotherapie
Abstract	There are increasing numbers of English learners (ELs) in American classrooms today. Some of them have developmental language disorder (DLD) and receive intervention in the school setting. It is ideal to provide intervention that supports bilingual development in both the first language (L1) and English. When providing therapy, speech-language pathologists can most benefit ELs with DLD by connecting therapy to the curriculum of the classroom, particularly focusing on Tier 2 academic classroom vocabulary. This article provides a scientifically-based description of how to teach English academic vocabulary most effectively to ELs with DLD. The article concludes with practical recommendations for methods and materials that can be used to support academic success for these students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01