Reading Outcomes of Elementary-Age Bilingual Children With Developmental Language Disorder: A Narrative Review

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Understanding Teacher Beliefs, Evaluation, and Student Learning

Abstract

Systematic reviews of bilingual children’s literacy development are very limited, and none of which solely focus on those with developmental language disorder (DLD) (Bedore & Peña, 2008; Miller et al., 2006). The present review fills an important need by analyzing the recent research literature on the reading outcomes of bilingual children with DLD. The specific aims are: (a) synthesize the research findings on the development of reading among bilingual children with DLD, (b) identify gaps in the literature to determine future research needs, and (c) inform best practices on identification/interventions for elementary-aged bilingual children with DLD.

Authors

• Rica Ramirez, University of Texas at San Antonio

• Becky H. Huang, The University of Texas - San Antonio

• Mari Eik, The University of Texas - San Antonio

• Kimberly Salazar, The University of Texas - San Antonio