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Exploring Explicit Intervention to Target Grammatical Forms With Spanish-English Bilingual Children With Developmental Language Disorder.

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Title: Exploring Explicit Intervention to Target Grammatical Forms With Spanish-English Bilingual Children With Developmental Language Disorder.
Authors: Kornelis, Miriam1 korne035@umn.edu, Ebert, Kerry Danahy1, Finestack, Lizbeth H.1
Source: Language, Speech & Hearing Services in Schools. Oct2025, Vol. 56 Issue 4, p864-880. 17p.
Subject Terms: *Auditory perception testing, *Human services programs, *Multilingualism, *English as a foreign language, *Pre-tests & post-tests, *Speech evaluation, *Research methodology, *Intelligence tests, *Speech therapy, *Children, Grammar, Professional practice, Task performance, Research funding, Evaluation of human services programs, Clinical trials, Treatment effectiveness, Descriptive statistics, Quantitative research, Spanish language, Child development deviations, Statistics, Evidence-based medicine
Abstract: Introduction: Speech-language pathologists have limited evidence-based methods for grammar intervention to use with multilingual children with developmental language disorder (DLD). Explicit grammatical intervention is a promising approach for this population and has the potential to facilitate cross-linguistic transfer to an untreated language. In this clinical focus article, we present steps for implementing a grammatical language intervention for bilingual children that integrates explicit connections between a child's languages and examine evidence of a treatment effect. Method: Three 4- to 8-year-old Spanish-English speaking children with DLD participated in a single-subject nonconcurrent multiple-baseline design study. The participants received an explicit-based grammatical intervention in English, adapted to promote cross-linguistic transfer to Spanish, targeting regular past tense and present tense forms. We describe how each step in the intervention could be adapted and implemented by monolingual clinicians. Results: Participants showed preliminary evidence of a positive treatment effect on English -ed and -s, with varying degrees of transfer to corresponding Spanish grammatical measures. Conclusions: This is the first investigation of an explicit-based grammatical language treatment involving Spanish-English bilingual children with DLD. With careful design and planning, this approach has the potential for providing benefits in the child's untreated first language by drawing on metalinguistic strengths and cross-linguistic similarities. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring Explicit Intervention to Target Grammatical Forms With Spanish-English Bilingual Children With Developmental Language Disorder.
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  Data: <searchLink fieldCode="AR" term="%22Kornelis%2C+Miriam%22">Kornelis, Miriam</searchLink><relatesTo>1</relatesTo><i> korne035@umn.edu</i><br /><searchLink fieldCode="AR" term="%22Ebert%2C+Kerry+Danahy%22">Ebert, Kerry Danahy</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Finestack%2C+Lizbeth+H%2E%22">Finestack, Lizbeth H.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Oct2025, Vol. 56 Issue 4, p864-880. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Auditory+perception+testing%22">Auditory perception testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Human+services+programs%22">Human services programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+evaluation%22">Speech evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligence+tests%22">Intelligence tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+therapy%22">Speech therapy</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+trials%22">Clinical trials</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+effectiveness%22">Treatment effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development+deviations%22">Child development deviations</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Introduction: Speech-language pathologists have limited evidence-based methods for grammar intervention to use with multilingual children with developmental language disorder (DLD). Explicit grammatical intervention is a promising approach for this population and has the potential to facilitate cross-linguistic transfer to an untreated language. In this clinical focus article, we present steps for implementing a grammatical language intervention for bilingual children that integrates explicit connections between a child's languages and examine evidence of a treatment effect. Method: Three 4- to 8-year-old Spanish-English speaking children with DLD participated in a single-subject nonconcurrent multiple-baseline design study. The participants received an explicit-based grammatical intervention in English, adapted to promote cross-linguistic transfer to Spanish, targeting regular past tense and present tense forms. We describe how each step in the intervention could be adapted and implemented by monolingual clinicians. Results: Participants showed preliminary evidence of a positive treatment effect on English -ed and -s, with varying degrees of transfer to corresponding Spanish grammatical measures. Conclusions: This is the first investigation of an explicit-based grammatical language treatment involving Spanish-English bilingual children with DLD. With careful design and planning, this approach has the potential for providing benefits in the child's untreated first language by drawing on metalinguistic strengths and cross-linguistic similarities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1044/2025_LSHSS-24-00132
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 864
    Subjects:
      – SubjectFull: Auditory perception testing
        Type: general
      – SubjectFull: Human services programs
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: English as a foreign language
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      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Speech evaluation
        Type: general
      – SubjectFull: Research methodology
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      – SubjectFull: Intelligence tests
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      – SubjectFull: Speech therapy
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      – SubjectFull: Children
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      – SubjectFull: Grammar
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      – SubjectFull: Professional practice
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      – SubjectFull: Task performance
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      – SubjectFull: Spanish language
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      – SubjectFull: Child development deviations
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      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Evidence-based medicine
        Type: general
    Titles:
      – TitleFull: Exploring Explicit Intervention to Target Grammatical Forms With Spanish-English Bilingual Children With Developmental Language Disorder.
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            NameFull: Kornelis, Miriam
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              M: 10
              Text: Oct2025
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