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Speech, Language and Hearing Volume 16, 2013 - Issue 3
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Articles

Spanish and early English development in young dual language learners: A preliminary study

Virginia L DubasikDepartment of Speech and Hearing Science, Arizona State University, Tempe, AZ, USA; and Department of Communication Sciences and Disorders, Bowling Green State University, Bowling Green, OH, USACorrespondence[email protected]
&
M Jeanne WilcoxDepartment of Speech and Hearing Science, Arizona State University, Tempe, AZ, USA
Pages 163-175 | Published online: 24 Oct 2013

Citations (5)

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Read on this site (1)

Audrey Lucero. (2018) Oral narrative retelling among emergent bilinguals in a dual language immersion program. International Journal of Bilingual Education and Bilingualism 21:2, pages 248-264.
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Articles from other publishers (4)

Virginia L. Dubasik & Dubravka Svetina Valdivia. (2021) School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners. Language, Speech, and Hearing Services in Schools 52:2, pages 485-496.
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Katie A. Bernstein. (2018) The Perks of Being Peripheral: English Learning and Participation in a Preschool Classroom Network of Practice. TESOL Quarterly 52:4, pages 798-844.
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Sonia Mariscal & Alejandra Auza Benavides. 2017. Language Development and Disorders in Spanish-speaking Children. Language Development and Disorders in Spanish-speaking Children 3 36 .
Virginia L. Dubasik & Dubravka Svetina. (2014) Examining Similarities and Differences Among Parent–Teacher Reports of Spanish–English Productive Vocabulary. Language, Speech, and Hearing Services in Schools 45:4, pages 325-336.
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