双语青少年唐氏综合症的双语叙事干预效果

IF 1.7 Q1 LINGUISTICS

Bilingual Research Journal Pub Date : 2021-10-02 DOI:10.1080/15235882.2021.1999340

Brenda K. Gorman, Guadalupe Martinez, Lindsay Pina Garcia

{"title":"双语青少年唐氏综合症的双语叙事干预效果","authors":"Brenda K. Gorman, Guadalupe Martinez, Lindsay Pina Garcia","doi":"10.1080/15235882.2021.1999340","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":46530,"journal":{"name":"Bilingual Research Journal","volume":"44 1","pages":"444 - 465"},"PeriodicalIF":1.7000,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Dual-language narrative intervention outcomes for a bilingual adolescent with down syndrome\",\"authors\":\"Brenda K. Gorman, Guadalupe Martinez, Lindsay Pina Garcia\",\"doi\":\"10.1080/15235882.2021.1999340\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":46530,\"journal\":{\"name\":\"Bilingual Research Journal\",\"volume\":\"44 1\",\"pages\":\"444 - 465\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2021-10-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Bilingual Research Journal\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/15235882.2021.1999340\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Bilingual Research Journal","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/15235882.2021.1999340","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}

引用次数: 1

摘要

摘要本研究的目的是解决唐氏综合症（DS）儿童双语学习方面的文献空白。研究人员检查了一名患有DS的双语（西班牙语-英语）青少年的双语叙事干预和跨语言迁移的结果。结果显示，叙事宏观结构技能有中等到较大的影响，双向跨语言迁移，微观结构技能没有二次变化。随着两种语言的进步，研究结果表明，参与者受益于双重语言条件，从而为支持专业人员和家庭参与DS儿童的教学决策提供了新的证据基础。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Bilingual Research Journal LINGUISTICS-

CiteScore

2.60

自引率

12.50%

发文量

期刊介绍： The Bilingual Research Journal is the National Association for Bilingual Education’s premier scholarly, peer-reviewed research publication. Bilingual Research Journal delivers in-depth coverage of education theory and practice, dealing with bilingual education, bilingualism, and language policies in education. Topics include: -Assessment- Biliteracy- Indigenous languages- Language planning- Language politics- Multilingualism- Pedagogical approaches- Policy analysis- Instructional research- Language planning- Second language acquisition. The journal has a strong interest in matters related to the education of language minority children and youth in the United States, grades PreK-12, but articles focusing on other countries are often included if they have implications for bilingual education in the U.S.