Bilingual education for all: Latino dual language learners with language disabilities

References

• American Speech-Language-Hearing Association. 2010. 2010 School Survey: SLP Workforce/Work Conditions. Rockville, MD: ASHA.
   Google Scholar
• Anderson, R. 1999. “Impact of First Language Loss on Grammar in a Bilingual Child.” Communication Disorders Quarterly 21 (1): 4–16. doi:10.1177/152574019902100102.
   Google Scholar
• August, D., and C. Barr. 2010. Effect of VIOLETS on the Vocabulary Growth of Young Children. Tech. Rep. No.11. Baltimore, MD: Ready at Five.
   Google Scholar
• Barnett, W. S., D. J. Yarosz, J. Thomas, K. Jung, and D. Blanco. 2007. “Two-way Monolingual English Immersion in Preschool Education: An Experimental Comparison.” Early Childhood Research Quarterly 22 (3): 277–293. doi:10.1016/j.ecresq.2007.03.003.
   Web of Science ®Google Scholar
• Beck, I. L., M. G. McKeown, and L. Kucan. 2003. “Taking Delight in Words: Using Oral Language to Build Young Children's Vocabularies.” American Educator 27 (1): 38–39.
   Google Scholar
• Bedore, L. 2010. “Choosing the Language of Intervention for Spanish-English Bilingual Preschoolers with Language Impairment.” Evidence Based Practice Briefs 5 (1): 1–13.
   Google Scholar
• Caesar, L. G., and P. D. Kohler. 2007. “The State of School-Based Bilingual Assessment: Actual Practice Versus Recommended Guidelines.” Language, Speech, and Hearing Services in Schools 38 (3): 190–200. doi:10.1044/0161-1461(2007/020).
   PubMed Web of Science ®Google Scholar
• California Department of Education. 2010. “Special Education Enrollment by Ethnicity and Disability Statewide Report.” Accessed December 2008. http://data1.cde.ca.gov/dataquest/SpecEd/SEEnrEthDis1.asp?cChoice=SEEthDis1&cLevel=State&cYear=2008-09&ReptCycle=December.
   Google Scholar
• Campos, M. M., and F. Rosemberg. 1995. “Our Day-Care Settings Respect Children: Quality Criteria for Day Care.” In Fifth European Conference on the Quality of Early Childhood Education. Paris: ERIC Document Reproduction Service No. ED394646.
   Google Scholar
• Carlo, M., D. August, B. Mclaughlin, C. Snow, C. Dressler, D. Lippman, T. Lively, and C. White. 2004. “Closing the Gap: Addressing the Vocabulary Needs of English Language Learners in Bilingual Mainstream Classrooms.” Reading Research Quarterly 39: 188–215. doi:10.1598/RRQ.39.2.3.
   Web of Science ®Google Scholar
• Center for Early Care and Education Research-Dual Language Learners (CECER-DLL). 2011. Evaluating Early Care and Education Practices for Dual Language Learners: A Critical Review of the Research. Chapel Hill: University of North Carolina, FPG Child Development Institute. Research Brief #4.
   Google Scholar
• Chen, D., M. D. Klein, and A. V. Osipova. 2012. “Two Is Better Than One! In Defense of Home Language Maintenance and Bilingualism for Young Children with Disabilities.” Young Exceptional Children Monograph Series No. 14: 133–147.
   Google Scholar
• Cobo-Lewis, A. B., R. E. Eilers, B. Z. Pearson, and V. C. Umbel. 2002. “Interdependence of Spanish and English Knowledge in Language and Literacy among Bilingual Children.” In Language and Literacy in Bilingual Children, edited by D. K. Oller and R. E. Eilers, 118–132. Tonawanda, NY: Multilingual Matters.
   Google Scholar
• Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Dodge, D. T., L. Colker, C. Heroman, and T. S. Bickart. 2002. The Creative Curriculum for Preschool. Clifton Park, NY: Delmar Thomson Learning.
   Google Scholar
• Dollaghan, C., T. F. Campbell, J. L. Paradise, H. M. Feldman, J. E. Janosky, D. N. Pitcairn, and M. Kurs-Lasky. 1999. “Maternal Education and Measures of Early Speech and Language.” Journal of Speech, Language, and Hearing Research 42 (6): 1432–1443.
   PubMed Web of Science ®Google Scholar
• Duran, L. K., C. J. Roseth, and P. Hoffman. 2010. “An Experimental Study Comparing English-Only and Transitional Bilingual Education on Spanish-Speaking Preschoolers’ Early Literacy Development.” Early Childhood Research Quarterly 25 (2): 207–217. doi:10.1016/j.ecresq.2009.10.002.
   Web of Science ®Google Scholar
• Durlak, J. A. 2009. “How to Select, Calculate, and Interpret Effect Sizes.” Journal of Pediatric Psychology 34 (9): 917–928. doi:10.1093/jpepsy/jsp004.
   PubMed Web of Science ®Google Scholar
• Farver, J. M., C. J. Lonigan, and S. Eppe. 2009. “Effective Early Literacy Skill Development for Young Spanish-Speaking English Language Learners: An Experimental Study of Two Methods.” Child Development 80 (3): 703–719. doi:10.1111/j.1467-8624.2009.01292.x.
   PubMed Web of Science ®Google Scholar
• Fortune, T. W., and M. Menke. 2009. “Understanding Language and Learning Disabilities in Immersion Education: Immersion Educators’ Top Questions and Research-Based, Practitioner-Informed Responses.” ACIE Newsletter – The Bridge February: 1–8.
   Google Scholar
• Gaffney, K. S. 1999. “Is Immersion Education Appropriate for All Students?” ACIE Newsletter – The Bridge 2 (2): 1–8. http://www.carla.umn.edu/immersion/acie/vol2/Feb1999.pdf.
   Google Scholar
• Garcia, E. 2011. “Classroom Experiences and Learning Outcomes for Dual Language Learning Children: An Early Childhood Agenda for Educators and Policy Makers.” In Dual Language Learners in the Room, edited by C. Howes, J. T. Downer, and R. C. Pianta, 1–16. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Garcia, E., and B. Jensen. 2009. “Early Educational Opportunities for Children of Hispanic Origins.” Social Policy Report XXIII: 3–19.
   Google Scholar
• Grimm, J., W. Grimm, and P. Estrada. 1999. Little Red Riding Hood - Caperucita Roja. San Francisco, CA: Chronicle Books.
   Google Scholar
• Gutiérrez-Clellen, V. 2007–2010. Vocabulary, Oral Language, and Academic Readiness (VOLAR): A Language Intervention for Latino Preschool English Language Learners.
   Google Scholar
• Gutiérrez-Clellen, V., and J. Kreiter. 2003. “Understanding Child Bilingual Acquisition Using Parent and Teacher Reports.” Applied Psycholinguistics 24: 267–288.
   Web of Science ®Google Scholar
• Gutiérrez-Clellen, V., and M. A. Restrepo. 2005–2009. Vocabulary, Oral Language and Academic Readiness (VOLAR): A Language Intervention for Latino Preschool English Language Learners with Language Disorders.
   Google Scholar
• Gutiérrez-Clellen, V., M. A. Restrepo, and G. Simon-Cereijido. 2006. “Evaluating the Discriminant Accuracy of a Grammatical Measure with Spanish-Speaking Children.” Journal of Speech, Language and Hearing Research 49: 1209–1223. doi:10.1044/1092-4388(2006/087).
   PubMed Web of Science ®Google Scholar
• Gutiérrez-Clellen, V., and G. Simon-Cereijido. 2010. “Using Nonword Repetition Tasks for the Identification of Language Impairment in Spanish-English Speaking Children: Does the Language of Assessment Matter?” Learning Disabilities Research and Practice 25 (1): 48–58. doi:10.1111/j.1540-5826.2009.00300.x.
   PubMedGoogle Scholar
• Gutiérrez-Clellen, V., G. Simon-Cereijido, and M. A. Restrepo. 2013. Improving the Vocabulary and Oral Language Skills of Bilingual Latino Preschoolers: An Intervention for Speech-Language Pathologists. San Diego, CA: Plural.
   Google Scholar
• Gutiérrez-Clellen, V., G. Simon-Cereijido, and M. Sweet. 2012. “Predictors of Second Language Acquisition in Latino Children with Specific Language Impairment.” American Journal of Speech-Language Pathology 21: 64–77. doi:10.1044/1058-0360(2011/10-0090).
   PubMed Web of Science ®Google Scholar
• Gutiérrez-Clellen, V., G. Simon-Cereijido, and C. Wagner. 2008. “Bilingual Children with Language Impairment: A Comparison with Monolingual and Second Language Learners.” Applied Psycholinguistics 29: 1–17.
   Web of Science ®Google Scholar
• Hammond, C., P. Mitchell, and M. Johnson. 2009. “Academic and Clinical Preparation for Cultural and Linguistic Diversity in Speech-Language Pathology: Program Director Perspectives.” Contemporary Issues in Communication Science and Disorders 36: 63–76.
   Google Scholar
• Hancock, T. B., and A. P. Kaiser. 2002. “The Effects of Trainer-Implemented Enhanced Milieu Teaching on the Social Communication of Children with Autism.” Topics in Early Childhood Special Education 22 (1): 39–54. doi:10.1177/027112140202200104.
   Web of Science ®Google Scholar
• High/Scope Educational Research Foundation. 1998. The High/Scope Program Quality Assessment: Preschool Version. Ypsilanti, MI: High/Scope Press.
   Google Scholar
• High/Scope Educational Research Foundation. 2006. The High/Scope Preschool Educational Approach: A Prospectus for Pre-Kindergarten Programs. Ypsilanti, MI: High/Scope Press.
   Google Scholar
• Jewkes, A. M. 2004. “The Power of the Family: A Longitudinal Investigation of How the Home Environment Influences Preschool Language Development.” PhD diss., University of Michigan.
   Google Scholar
• Kaderavek, J. N. 2011. Language Disorders in Children: Fundamental Concepts of Assessment and Intervention. Old Tappan, NJ: Allyn and Bacon.
   Google Scholar
• Kaiser, A. P., and J. A. Trent. 2007. “Communication Intervention for Young Children with Disabilities: Naturalistic Approaches to Promoting Development.” In Handbook of Developmental Disabilities, edited by S. Odom, R. Horner, M. Snell, and J. Blacher, 224–245. New York, NY: Guilford Press.
   Google Scholar
• Kan, P. F., and K. Kohnert. 2005. “Preschoolers learning Hmong and English: Lexical-Semantic Skills in L1 and L2.” Journal of Speech, Language, and Hearing Research 48: 372–383. doi:10.1044/1092-4388(2005/026).
   PubMed Web of Science ®Google Scholar
• Kaufman, A. S., and N. L. Kaufman. 2004. Kaufman Assessment Battery for Children. Circle Pines, MN: AGS.
   Google Scholar
• Kiernan, B., and L. Swisher. 1990. “The Initial Learning of Novel English Words: Two Single-Subject Experiments with Minority-Language Children.” Journal of Speech and Hearing Research 33 (4): 707–716.
   PubMedGoogle Scholar
• Kohnert, K., and A. Derr. 2004. “Language Intervention with Bilingual Children.” In Bilingual Language Development and Disorders in Spanish-English Speakers, edited by B. Goldstein, 311–338. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Kratochwill, T. R., and K. C. Stoiber. 2002. “Evidence-Based Interventions in School Psychology: Conceptual Foundations of the Procedural and Coding Manual of Division 16 ad the Society for the Study of School Psychology Task Force.” School Psychology Quarterly 17: 341–389. doi:10.1521/scpq.17.4.341.20872.
   Web of Science ®Google Scholar
• Law, J., Z. Garrett, and C. Nye. 2009. Speech and Language Therapy Interventions for Children with Primary Speech and Language Delay or Disorder (Cochrane Review). Campbell Collaboration 2003. Chichester: John Wiley.
   Google Scholar
• Lugo-Neris, M. J., C. W. Jackson, and H. Goldstein. 2010. “Facilitating Vocabulary Acquisition of Young English Language Learners.” Language, Speech, and Hearing Services in Schools 41: 314–327. doi:10.1044/0161-1461(2009/07-0082).
   PubMed Web of Science ®Google Scholar
• Mayer, M. 1969. Frog, Where Are You? New York, NY: Dial Books for Young Readers.
   Google Scholar
• Mayer, M. 1973. Frog on His Own. New York, NY: Dial Books for Young Readers.
   Google Scholar
• Mayer, M. 1974. Frog Goes to Dinner. New York, NY: Dial Books for Young Readers.
   Google Scholar
• Mayer, M. 1975. One Frog Too Many. New York, NY: Dial Books for Young Readers.
   Google Scholar
• Miller, J., and A. Iglesias. 2006. Systematic Analysis of Language Transcripts (SALT), English and Spanish, Computer Software. Madison, WI: Language Analysis Lab, University of Wisconsin-Madison.
   Google Scholar
• Myers, M. L. 2009. “Achievement of Children Identified with Special Needs in Two-Way Spanish Immersion Programs.” PhD diss., George Washington University.
   Google Scholar
• Myers, M. L. 2011. “Achievement of Children Identified with Special Needs in Two-Way Spanish/English Immersion Programs.” ACIE Newsletter – The Bridge April: 1–8.
   Google Scholar
• Nagy, W. 1997. “On the Role of Context in First- And Second-Language Vocabulary Learning.” In Vocabulary, Description, Acquisition, and Pedagogy, edited by N. Schmitt, and M. Mccarthy, 64–83. Cambridge: Cambridge University Press.
   Google Scholar
• National Clearinghouse for English Language Acquisition. 2011. State Focus: California, School Year 2009–10. http://www.ncela.gwu.edu/files/uploads/T3SIS_State/california.pdf.
   Google Scholar
• National Task Force on Early Childhood Education for Hispanics. 2007. Para nuestros niños:[ Expanding and improving early education for Hispanics]. Tempe, AZ: College of Education, Arizona State University.
   Google Scholar
• Oetting, J. B., M. L. Rice, and L. K. Swank. 1995. “Quick Incidental Learning (QUIL) of Words by School-Age Children with and Without SLI.” Journal of Speech and Hearing Research 38 (2): 434–445.
   PubMedGoogle Scholar
• Patterson, J. L., and B. Z. Pearson. 2004. “Bilingual Lexical Development: Influences, Contexts, and Processes.” In Bilingual Language Development and Disorders in Spanish-English Speakers, edited by B. Goldstein, 77–104. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Paul, R. 2007. Language Disorders from Infancy through Adolescence. Philadelphia, PA: Mosby Elsevier.
   Google Scholar
• Paul, B. B., and C. H. Jarvis. 1992. “The Effects of Native Language Use in New York City Prekindergarten Classes.” In Annual Meeting of the American Educational Research Association. San Francisco, CA: ERIC Document ED351874.
   Google Scholar
• Payne, A. C., G. J. Whitehurst, and A. L. Angell. 1994. “The Role of Home Literacy Environment in the Development of Language Ability in Preschool Children From Low-Income Families.” Early Childhood Research Quarterly 9 (3–4): 427–440. doi:10.1016/0885-2006(94)90018-3.
   Web of Science ®Google Scholar
• Peña, E., V. F. Gutiérrez-Clellen, A. Iglesias, B. Goldstein, and L. M. Bedore. n.d. Bilingual English Spanish Assessment (BESA).
   Google Scholar
• Peña, E., and E. S. Kester. 2004. “Semantic Development in Spanish-English Bilinguals.” In Bilingual Language Development and Disorders in Spanish-English Speakers, edited by Goldstein, B. Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Perozzi, J. A. 1985. “A Pilot Study of Language Facilitation for Bilingual, Language-Handicapped Children: Theoretical and Intervention Implications.” Journal of Speech and Hearing Disorders 50 (4): 403–406.
   PubMedGoogle Scholar
• Perozzi, J. A., and M. Chavez-Sanchez. 1992. “The Effect of Instruction in L1 on Receptive Acquisition of L2 for Bilingual Children with Language Delay.” Language, Speech, and Hearing Services in Schools 23 (4): 348–352.
   Google Scholar
• RAND Reading Study Group. 2002. Reading for Understanding: Toward An R&D Program in Reading Comprehension. Santa Monica, CA: RAND organization.
   Google Scholar
• Restrepo, M. A. 1998. “Identifiers of Predominantly Spanish-Speaking Children with Language Impairment.” Journal of Speech, Language, and Hearing Research 41 (6): 1398–1411.
   PubMed Web of Science ®Google Scholar
• Restrepo, M. A., A. P. Castilla, A. Arboleda, P. Schwanenflugel, S. Neuhart Prittchett, and C. Hamilton. 2010. “Sentence Length, Complexity and Grammaticality Growth in Spanish-Speaking Children Attending English-Only and Bilingual Preschool Programs.” Language, Speech, and Hearing Services in Schools 41 (1): 3–13.
   PubMed Web of Science ®Google Scholar
• Restrepo, M. A., and K. Kruth. 2000. “Grammatical Characteristics of a Spanish-English Bilingual Child with Specific Language Impairment.” Communication Disorders Quarterly 21 (2): 66–76. doi:10.1177/152574010002100201.
   Google Scholar
• Restrepo, M. A., G. P. Morgan, and M. S. Thompson. 2013. “The Efficacy of a Vocabulary Intervention for Dual-Language Learners with Language Impairment.” Journal of Speech, Language, and Hearing Research 56 (2): 748–765.
   PubMed Web of Science ®Google Scholar
• Rice, M. L., J. C. Buhr, and M. Nemeth. 1990. “Fast Mapping Word-Learning Abilities of Language-Delayed Preschoolers.” Journal of Speech and Hearing Disorders 55 (1): 33–42.
   PubMedGoogle Scholar
• Roseberry-Mckibbin, C., A. Brice, and L. O'Hanlon. 2005. “Serving English Language Learners in Public School Settings: A National Survey.” Language, Speech, and Hearing Services in Schools 36 (1): 48–61. doi:10.1044/0161-1461(2005/005).
   PubMed Web of Science ®Google Scholar
• Schooling, T., R. Venediktov, and H. Leech. 2010. Evidence-Based Systematic Review: Effects of Service Delivery on the Speech and Language Skills of Children from Birth to 5 Years of Age. Rockville, MD: ASHA.
   Google Scholar
• Schweinhart, L. J., J. Montie, Z. Xiang, W. S. Barnett, C. R. Belfield, and M. Nores. 2005. Lifetime Effects: The High/Scope Perry Preschool Study Through Age 40. Monographs of the High/Scope Educational Research Foundation. Ypsilanti, MI: High/Scope Press.
   Google Scholar
• Simon-Cereijido, G., and V. Gutiérrez-Clellen. 2007. “Spontaneous Language Markers of Spanish Language Impairment.” Applied Psycholinguistics 28: 317–339. doi:10.1017/S0142716407070166.
   Web of Science ®Google Scholar
• Simon-Cereijido, G., and V. Gutiérrez-Clellen. 2009. “A Cross-Linguistic and Bilingual Evaluation of the Interdependence between Lexicon and Grammar.” Applied Psycholinguistics 30: 315–337. doi:10.1017/S0142716409090134.
   PubMed Web of Science ®Google Scholar
• Simon-Cereijido, G., V. Gutiérrez-Clellen, and M. Sweet. 2012. “Predictors of Language Development or Attrition in Latino Children with Specific Language Impairment.” Applied Psycholinguistics 1 (1): 1–25. Available on CJO2012. doi:10.1017/S0142716412000215.
   Web of Science ®Google Scholar
• Thordardottir, E. 2010. “Towards Evidence-Based Practice in Language Intervention for Bilingual Children.” Journal of Communication Disorders 43 (6): 523–537. doi:10.1016/j.jcomdis.2010.06.001.
   PubMed Web of Science ®Google Scholar
• Uchikoshi, Y. 2006. “English Vocabulary Development in Bilingual Kindergarteners: What Are the Best Predictors?” Bilingualism: Language and Cognition 9 (1): 33–49. doi:10.1017/S1366728905002361.
   Web of Science ®Google Scholar
• U.S. Department of Education. 2011. Ed Data Express: Data Mapping Total Number of English Learners: 2010–11. http://eddataexpress.ed.gov/data-element-explorer.cfm/tab/map/deid/2501/.
   Google Scholar
• U.S. Department of Education. 2012. Californa State Facts and Figures (2009–2010). http://eddataexpress.ed.gov/state-tables-report.
   Google Scholar
• U.S. Government. 2012. California Head Start. http://www.benefits.gov/benefits/benefit-details/1899.
   Google Scholar
• Virginia Department of Education. 1999. Virginia Standards of Learning Assessments. Standards of Learning (SoL) tests. Validity and reliability information. Richmond, VA: Division of Assessment and Reporting.
   Google Scholar
• Wilcox, M. J., S. I. Gray, A. B. Guimond, and A. E. Lafferty. 2011. “Efficacy of the TELL Language and Literacy Curriculum for Preschoolers with Developmental Speech and/or Language Impairment.” Early Childhood Research Quarterly 26: 278–294. doi:10.1016/j.ecresq.2010.12.003.
   Web of Science ®Google Scholar
• Windfuhr, K. L., B. Faragher, and G. Conti-Ramsden. 2002. “Lexical Learning Skills in Young Children with Specific Language Impairment (SLI).” International Journal of Language and Communication Disorders 37 (4): 415–432. doi:10.1080/1368282021000007758.
   PubMed Web of Science ®Google Scholar
• Winsler, A., R. M. Diaz, L. Espinosa, and J. Rodriguez. 1999. “When Learning A Second Language Does not Mean Losing the First: Bilingual Language Development in Low-Income, Spanish-Speaking Attending Bilingual Preschool.” Child Development 70: 349–362. doi:10.1111/1467-8624.t01-1-00026.
   PubMed Web of Science ®Google Scholar
• Wiss, C. A. 1987. “Issues in Assessment of Learning Problems in Children from French Immersion Programs: A Case Study Illustration in Support of Cummins.” Canadian Modern Language Review 42 (2): 302–313.
   Google Scholar
• Zehler, A. M., H. L. Fleischman, P. I. Hopstock, T. G. Stephenson, M. L. Pendzick, and S. Sapru. 2003. “Descriptive Study of Services to LEP Students, and LEP Students with Disabilities.” Arlington, VA: Development Associates. Submitted to U.S. Department of Education, OELA.
   Google Scholar
• Zill, N., G. Resnick, K. Kim, K. O'Donnell, A. Sorongon, R. H. Mckey, S. Pai-Sarmant, C. Clark, R. O'Brien, and M. A. D'Elio. 2003. Head Start FACES 2000: A Whole-Child Perspective on Program Performance. Washington, DC: US. Department of Health and Human Services, Administration on Children, Youth and Families, Commissioner's Office of Research and Evaluation and the Head Start Bureau.
   Google Scholar
• Zill, N., G. Resnick, R. H. Mckey, C. Clark, S. Pai-Sarmant, D. Connell, M. Vaden-Kiernan, R. O'Brien, and M. A. D'Elio. 2001. Head Start FACES: Longitudinal Findings on Program Performance: Third Progress Report. Washington, DC: US. Department of Health and Human Services, Administration on Children, Youth and Families, Commissioner's Office of Research, and Evaluation and the Head Start Bureau.
   Google Scholar