Dual-Language Narrative Intervention Outcomes for a Bilingual Adolescent with Down Syndrome

Autor/inn/en	Gorman, Brenda K.; Martinez, Guadalupe; Pina Garcia, Lindsay
Titel	Dual-Language Narrative Intervention Outcomes for a Bilingual Adolescent with Down Syndrome
Quelle	In: Bilingual Research Journal, 44 (2021) 4, S.444-465 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gorman, Brenda K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1999340
Schlagwörter	Bilingualism; Down Syndrome; Spanish; English (Second Language); Second Language Learning; Decision Making; Transfer of Training; Intervention; Teaching Methods; Evidence Based Practice; Language Skills; Interrater Reliability; Outcomes of Education; Narration; Picture Books; Adolescents; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Bilingualismus; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Decision-making; Entscheidungsfindung; Training; Transfer; Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; Interrater-Reliabilität; Lernleistung; Schulerfolg; Picture book; Bilderbuch; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	The goal of this investigation was to address gaps in the literature regarding dual-language learning in children with Down syndrome (DS). The investigators examined the outcomes of a dual-language narrative intervention and cross-language transfer in a bilingual (Spanish-English) adolescent with DS. Results revealed moderate to large effects in narrative macrostructural skills, with bi-directional cross-language transfer, and no secondary change in microstructural skills. With gains in both languages, findings indicated that the participant benefitted from the dual-language condition, thereby contributing to the emerging evidence base needed to support professionals and families as they engage in instructional decision-making for children with DS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01