An Exploration of the Nature of Vocabulary Change Following Language and Literacy Together Intervention
Lisa M. Bedore, Elizabeth D. Peña, Prarthana Shivabasappa, Cecilia Perez, Alejandro Granados Vargas, Molly Leachman, Jiali Wang- Speech and Hearing
- Linguistics and Language
- Developmental and Educational Psychology
- Otorhinolaryngology
Purpose:
This exploratory study evaluates how bilingual first graders' vocabulary use in narrative changed after a Spanish-language intervention that focuses on connection between language and literacy.
Method:
Ten Spanish–English bilingual first graders produced three English and three Spanish narratives based on the Test of Narrative Language protocol pre- and postintervention. All samples were transcribed. Based on comprehensive word inventories, all words produced by the children were identified as being core words; Tiers 1, 2, and 3 words; and/or cognates in both languages. We also coded all utterances for use of internal state terms (ISTs). We evaluated total and unique production of these kinds of words.
Results:
Postintervention children increased their total number of cognates and ISTs across languages. They also increased the unique core words, Tier 1 words, and cognates postintervention. They also used more of each of these kinds of words in Spanish—the language of intervention—than in English.
Conclusions:
Children make qualitative changes to their vocabulary postintervention. There is greater change in the use of core words and Tier 1 words in Spanish. These increases in productivity and variability were indicated by the number of unique words added to the children's repertoires in ways that supported narrative production.