Bilingual narrative intervention among Russian-Hebrew bilingual preschool children with developmental language disorder

• Adaya Dadon Jorno ^[1] ; Sveta Fichman ^[1] ; Joel Walters ^[1] ; Carmit Altman ^[1]
  1. [1] Bar-Ilan University

     Bar-Ilan University

     Israel

     
• Localización: Applied psycholinguistics, ISSN 0142-7164, Vol. 46, Nº 1, 2025
• Idioma: inglés
• DOI: 10.1017/S0142716425000062
• Texto completo no disponible (Saber más ...)
• Resumen

  • Changes in narrative skills among Russian-Hebrew bilingual preschoolers with and without developmental language disorder (DLD) were examined following Bilingual Narrative Intervention. Eight children with DLD and nine typically developing children participated in two six-session intervention blocks, first in the home language HL/Russian and then in the societal language SL/Hebrew. Intervention sessions involved retelling single-episode stories accompanied by icons/gestures, repetition, and peer interaction. Narrative skills were assessed at four-time points. Results showed that while typically developing children performed better overall, both groups followed similar trajectories. Children performed better in HL/Russian across all assessments. Macrostructure improved in both groups after HL/Russian intervention, particularly for “Feeling” and “Goal” elements. Bilingual typical language development children showed higher lexical diversity, with significant improvement following HL/Russian intervention. Children with bilingual DLD made more errors in HL/Russian, but similar error rates emerged between groups for SL/Hebrew. Earlier age of onset of bilingualism correlated with better macrostructure in SL/Hebrew but not in HL/Russian. Findings underscore the need for tailored intervention in both languages which considers clinical status and bilingual children’s background.

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