Abstract
Objectives: The purpose of this study was to investigate the effects of a bilingual shared book reading intervention on vocabulary learning for Korean-English bilingual children with and without developmental language disorder (DLD). Methods: A total of 16 Korean-English bilingual children aged 4-6 (9 typically developing children and 7 children with DLD) participated in this study. Participants participated in a bilingual shared book reading intervention using bridging to L1 techniques twice a week for 3 weeks, for a total of 6 sessions. Korean, English, and conceptual receptive vocabulary, expressive vocabulary, and expressive definitions were assessed at pre and post tests to examine the effect of the intervention on vocabulary learning. Results: First, there was a statistically significant increase between pre-test and post-test results on all measures of Korean, English, and conceptually scored receptive vocabulary, expressive vocabulary, and expressive definitions for typically developing children. Second, there was a statistically significant increase between pre-test and post-test results on measures of Korean receptive vocabulary, English receptive and expressive vocabulary, and conceptually scored receptive and expressive vocabulary for children with DLD. Conclusion: These results provide preliminary evidence that bilingual shared book reading is an effective method of vocabulary intervention for Korean-English bilingual children with and without DLD.
| Original language | English |
|---|---|
| Pages (from-to) | 14-27 |
| Number of pages | 14 |
| Journal | Communication Sciences and Disorders |
| Volume | 29 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2024 |
Bibliographical note
Publisher Copyright:© 2024 This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (https://creativecommons.org/licens-es/by-nc/4.0) which permits unrestricted noncommercial use, distribution, and reproduction in any medium, provided the original work is properly cited. All Rights Reserved.
Keywords
- Bilingual intervention
- Bilingual shared book reading
- Korean-English bilingual children
- Vocabulary intervention