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Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English-Spanish Vocabulary to English Learners

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Title: Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English-Spanish Vocabulary to English Learners
Language: English
Authors: Rivera Pérez, Jean F., Creaghead, Nancy A., Washington, Karla, Guo, Ying, Raisor-Becker, Lesley, Combs, Sandra
Source: Communication Disorders Quarterly. Nov 2019 41(1):3-11.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Computer Assisted Instruction, Speech Language Pathology, English Language Learners, English (Second Language), Second Language Learning, Spanish, Vocabulary Development, Audio Equipment, Preschool Children, Bilingual Education, Bilingual Students, Federal Programs, Early Childhood Education, School Readiness, Monolingualism, Hispanic American Students, Native Language
DOI: 10.1177/1525740118819659
ISSN: 1525-7401
Abstract: This research investigates the effectiveness of using a child's first language (L1), specifically Spanish, with Audio Prompting (AP) delivered via a tablet computer by monolingual English-speaking clinicians to enhance vocabulary growth in the L1 and second language (L2) of children who are English Learners (ELs). Outcomes of vocabulary instruction for Spanish-speaking preschoolers assigned to one of three groups: (a) Spanish-English instruction (n = 14) with Spanish delivered through AP, (b) English-only instruction (n = 14), and (c) control group (n = 15) indicates that both Spanish-English instruction and English-only instruction may result in greater gains in English naming when compared with no instruction. Importantly, Spanish-English instruction may produce greater gains in English definition as well as Spanish naming and definition when compared with no instruction, with outcomes maintained post instruction. AP can be useful to increase L1 and L2 vocabulary and definition in ELs, once monolingual English-speaking speech-language pathologist is trained in the use of AP.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1230640
Database: ERIC
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  Data: Using Audio Prompting to Assist Monolingual Speech-Language Pathologists to Teach English-Spanish Vocabulary to English Learners
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  Data: <searchLink fieldCode="AR" term="%22Rivera+Pérez%2C+Jean+F%2E%22">Rivera Pérez, Jean F.</searchLink><br /><searchLink fieldCode="AR" term="%22Creaghead%2C+Nancy+A%2E%22">Creaghead, Nancy A.</searchLink><br /><searchLink fieldCode="AR" term="%22Washington%2C+Karla%22">Washington, Karla</searchLink><br /><searchLink fieldCode="AR" term="%22Guo%2C+Ying%22">Guo, Ying</searchLink><br /><searchLink fieldCode="AR" term="%22Raisor-Becker%2C+Lesley%22">Raisor-Becker, Lesley</searchLink><br /><searchLink fieldCode="AR" term="%22Combs%2C+Sandra%22">Combs, Sandra</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Communication+Disorders+Quarterly%22"><i>Communication Disorders Quarterly</i></searchLink>. Nov 2019 41(1):3-11.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 9
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  Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Audio+Equipment%22">Audio Equipment</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Programs%22">Federal Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Readiness%22">School Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Monolingualism%22">Monolingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink>
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  Data: 10.1177/1525740118819659
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  Data: 1525-7401
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  Data: This research investigates the effectiveness of using a child's first language (L1), specifically Spanish, with Audio Prompting (AP) delivered via a tablet computer by monolingual English-speaking clinicians to enhance vocabulary growth in the L1 and second language (L2) of children who are English Learners (ELs). Outcomes of vocabulary instruction for Spanish-speaking preschoolers assigned to one of three groups: (a) Spanish-English instruction (n = 14) with Spanish delivered through AP, (b) English-only instruction (n = 14), and (c) control group (n = 15) indicates that both Spanish-English instruction and English-only instruction may result in greater gains in English naming when compared with no instruction. Importantly, Spanish-English instruction may produce greater gains in English definition as well as Spanish naming and definition when compared with no instruction, with outcomes maintained post instruction. AP can be useful to increase L1 and L2 vocabulary and definition in ELs, once monolingual English-speaking speech-language pathologist is trained in the use of AP.
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  Data: 2019
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  Data: EJ1230640
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        PageCount: 9
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      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Speech Language Pathology
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      – SubjectFull: English Language Learners
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