Department of Communication Sciences and Disorders, Temple University, Philadelphia, PA.
School of Education, University of California, Irvine.
Lang Speech Hear Serv Sch. 2020 Apr 7;51(2):282-297. doi: 10.1044/2020_LSHSS-19-00055.
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 of this study is to understand the extent to which grammatical skills of bilinguals with risk for language and/or reading difficulties improve in the Language and Literacy Together intervention. Method Fifteen first-grade dual language learners with risk for language and/or reading difficulties participated in an enhanced version of Early Interventions in Reading in Spanish. Children completed pre- and postintervention evaluations in Spanish and English, including grammatical testing from the Bilingual English Spanish Oral Screener (Peña et al., 2008) and narrative evaluation Test of Narrative Language story prompts (Gillam & Pearson, 2004; Gillam et al., n.d.). Data from six comparison participants with typical language skills who completed pre- and posttesting demonstrate the stability of the measures. Results The intervention group made gains in English and Spanish as evidenced by significant increases in their cloze and sentence repetition accuracy on the Bilingual English Spanish Oral Screener Morphosyntax subtest. They increased productivity on their narratives in Spanish and English as indexed by mean length of utterance in words but did not make gains in their overall grammaticality. Conclusions Structured intervention that includes an emphasis on grammatical elements in the context of a broader intervention can lead to change in the production of morphosyntax evident in both elicited constructions and narrative productivity as measured by mean length of utterance in words. Additional work is needed to determine if and how cross-linguistic transfer might be achieved for these learners.
早期阅读干预（Vaughn 等人，2006）是唯一被证明对美国双语学习者有效的读写干预措施，该干预措施得到了加强，以支持口语语言（词汇、语法和叙事）和读写能力的发展，我们称之为“语言和读写一起”。本研究的主要重点是了解在“语言和读写一起”干预中，有语言和/或阅读困难风险的双语者的语法技能在多大程度上得到了提高。
15 名有语言和/或阅读困难风险的一年级双语学习者参加了西班牙语版的早期阅读干预增强版。儿童在西班牙语和英语中完成了干预前后的评估，包括来自双语英语西班牙语口语筛查器（Peña 等人，2008）的语法测试和叙事评估测试的叙事语言故事提示（Gillam & Pearson，2004; Gillam 等人，未注明日期）。来自六名具有典型语言技能的比较参与者的数据完成了预测试和后测试，证明了这些措施的稳定性。
干预组在英语和西班牙语方面都取得了进步，这表现在他们在双语英语西班牙语口语筛查器形态句法子测试中的 cloze 和句子重复准确性上有显著提高。他们在西班牙语和英语中的叙事能力上的产出能力有所提高，这以单词的平均话语长度为指标，但在整体语法方面没有提高。
强调语法元素的结构干预，在更广泛的干预背景下，可以导致在形态句法的产生方面发生变化，这在引出结构和叙事产出方面都有体现，以单词的平均话语长度为指标。需要进一步的工作来确定这些学习者是否以及如何实现跨语言转移。
