Dual-language narrative intervention outcomes for a bilingual adolescent with down syndrome

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.

Compliance with ethical standards

This research adheres to ethical considerations for the protection of human participants in research including informed consent with approval from the institution review board. There are no conflicts of interest to report.

Disclosure statement

No potential conflict of interest was reported by the authors.

Supplementary material

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