150
Views
0
CrossRef citations to date
0
Altmetric
Research Article

The Experiences of a Home-Based Language Program with Mexican Immigrant Mothers

ORCID Icon &

References

  • Brey, C. D., Musu, L., McFarland, J., Wilkinson-Flicker, S., Diliberti, M., Zhang, A., … Wang, X. (2019). Status and trends in the education of racial and ethnic groups 2018. National Center for Education Statistics.
  • Caesar, L. G. (2013). Providing early intervention services to diverse populations: Are speech-language pathologists prepared? Infants and Young Children, 26(2), 126–146. https://doi.org/10.1097/IYC.0b013e3182848340
  • Calzada, E. J., Huang, K. Y., Anicama, C., Fernandez, Y., & Brotman, L. M. (2012). Test of a cultural framework of parenting with Latino families of young children. Cultural Diversity and Ethnic Minority Psychology, 18(3), 285. https://doi.org/10.1037/a0028694
  • Cirrin, F. M., & Gillam, R. B. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech, and Hearing Services in Schools, 39(1), S110–S137. https://doi.org/10.1044/0161-1461(2008/012)
  • Corbin, J., & Strauss, A. (2015). Basics of qualitative research (4th ed.). Sage.
  • Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
  • Cycyk, L. M., & Iglesis, A. (2015). Parent programs for Latino families with young children: Social, cultural, and linguistic considerations. Seminars in Speech and Language, 36(2), 145–153. https://doi.org/10.1055/s-0035-1549109
  • Dixon, L. Q., Wu, S., & Daraghmeh, A. (2012). Profiles in bilingualism: Factors influencing kindergartners’ language proficiency. Early Childhood Education Journal, 40(1), 25–34. https://doi.org/10.1007/s10643-011-0491-8
  • Durand, T. M. (2010). Latina mothers’ school preparation activities and their relation to children’s literacy skills. Journal of Latinos and Education, 9(3), 207–222. https://doi.org/10.1080/15348431003761182
  • Ebert, K. D., & Kohnert, K. (2016). Language learning impairment in sequential bilingual children. Language Teaching, 49(3), 301–338. https://doi.org/10.1017/S0261444816000070
  • Ford, A. L., Elmquist, M., Merbler, A. M., Kriese, A., Will, K. K., & McConnell, S. R. (2020). Toward an ecobehavioral model of early language development. Early Childhood Research Quarterly, 50(P1), 246–258. https://doi.org/10.1016/j.ecresq.2018.11.004
  • Gonzalez-Barrera, A., & Krogstad, J. M. (2019). What we know about illegal immigration from Mexico. Pew Research Center. https://www.pewresearch.org/fact-tank/2019/06/28/what-we-know-about-illegal-immigration-from-mexico/
  • Guiberson, M., & Ferris, K. P. (2019). Early language interventions for young dual language learners: A scoping review. American Journal of Speech-Language Pathology, 28(3), 945–963. https://doi.org/10.1044/2019_AJSLP-IDLL-18-0251
  • Hammer, C. S., Komaroff, E., Rodriguez, B. L., Lopez, L. M., Scarpino, S. E., & Goldstein, B. (2012). Predicting Spanish–English bilingual children’s language abilities. Journal of Speech, Language, and Hearing Research, 55(5), 1251–1264. https://doi.org/10.1044/1092-4388(2012/11-0016)
  • Hammer, C. S., Lawrence, F. R., & Miccio, A. W. (2007). Bilingual children’s language abilities and early reading outcomes in Head Start and kindergarten. Language, Speech, and Hearing Services in Schools, 38(3), 237–248. https://doi.org/10.1044/0161-1461(2007/025)
  • Hepting, N. H., & Goldstein, H. (1996). What’s natural about naturalistic language intervention? Journal of Early Intervention, 20(3), 249–264. https://doi.org/10.1177/105381519602000308
  • Kummerer, S. E. (2012). Promising strategies for collaborating with Hispanic parents during family-centered speech-language intervention. Communication Disorders Quarterly, 33(2), 84–95. https://doi.org/10.1177/1525740109358453
  • Kummerer, S. E., Lopez-Reyna, N. A., & Hughes, M. T. (2007). Mexican immigrant mothers’ perceptions of their children’s communication disabilities, emergent literacy development, and speech-language therapy program. American Journal of Speech-Language Pathology, 16(3), 271–282. https://doi.org/10.1044/1058-0360(2007/031)
  • Langdon, H. W. (2008). Assessment and intervention for communication disorders in culturally and linguistically diverse populations. Cengage.
  • Marulis, L. M., & Neuman, S. B. (2013). How vocabulary interventions affect young children at risk: A meta-analytic review. Journal of Research on Educational Effectiveness, 6(3), 223–262. https://doi.org/10.1080/19345747.2012.755591
  • Miles, M., Huberman, A., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
  • Miller, J. F., & Iglesias, A. (2012). SALT: Systematic analysis of language transcripts (research version) [Computer software]. SALT Software.
  • Moll, L., & Gonzalez, N. (2004). Engaging life: A funds-of-knowledge approach to multicultural education. In I. Banks & C. Banks (Eds.), Handbook of research on multicultural education (2nd Edn.) (pp. 699–715), NY, Jossey-Bass.
  • Noe-Bustamante, L. (2019). Key facts about US Hispanics and their diverse heritage. Pew Research Center. https://www.pewresearch.org/fact-tank/2019/09/16/key-facts-about-u-s-hispanics/
  • Palacios, N., Kibler, A. K., Baird, A. S., Parr, A., & Bergey, R. (2015). An examination of language practices during mother-child play activities among Mexican immigrant families. International Multilingual Research Journal, 9(3), 197–219. https://doi.org/10.1080/19313152.2015.1048543
  • Peña, E. D., & Fiestas, C. (2009). Talking across cultures in early intervention: Finding common ground to meet children’s communication needs. Perspectives on Communication Disorders in Culturally and Linguistically Diverse Populations, 16(3), 79–85. https://doi.org/10.1044/cds16.3.79
  • Peredo, T. N. (2016). Supporting culturally and linguistically diverse families in early intervention. Perspectives of the ASHA Special Interest Groups, 1(1), 154–167. https://doi.org/10.1044/persp1.SIG1.154
  • Rakap, S., & Rakap, S. (2014). Parent-implemented naturalistic language interventions for young children with disabilities: A systematic review of single-subject experimental research studies. Educational Research Review, 13, 35–51. https://doi.org/10.1016/j.edurev.2014.09.001
  • Restrepo, M. A., (Instructor), & American Speech-Language-Hearing Association (Producer). (2007). Effective interventions for English language learners. ASHA.
  • Roberts, M. Y., Hensle, T., & Brooks, M. K. (2016). More than “try this at home”—Including parents in early intervention. Perspectives of the ASHA Special Interest Groups, 1(4), 130–143. https://doi.org/10.1044/persp1.SIG1.130
  • Rowe, M. (2008). Child-directed speech: Relation to socioeconomic status, knowledge of child development and child vocabulary skill. Journal of Child Language, 35(1), 185–205. https://doi.org/10.1017/S0305000907008343
  • Schwartz, I. S., & Baer, D. M. (1991). Social validity assessments: Is current practice state of the art? Journal of Applied Behavior Analysis, 24(2), 186–212. https://doi.org/10.1901/jaba.l991.24-189
  • Simmons-Mackie, N. (2014). Micro and macro traditions in qualitative research. In M. Ball, N. Muller, & R. Nelson (Eds.), Handbook of qualitative research in communication disorders (pp. 17–38). Taylor & Francis.
  • Van Kleeck, A. (2013). Guiding parents from diverse cultural backgrounds to promote language skills in preschoolers with language disorders: Two challenges and proposed solutions for them. SIG 1 Perspectives on Language Learning and Education, 20(3), 78–85. https://doi.org/10.1044/lle20.3.78
  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203
  • Woods, J., Kashinath, S., & Goldstein, H. (2004). Effects of embedding caregiver-implemented teaching strategies in daily routines on children’s communication outcomes. Journal of Early Intervention, 26(3), 175–193. https://doi.org/10.1177/105381510402600302

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.