Monolingual Clinicians Using Computer-Assisted Bilingual Vocabulary Instruction to Promote Spanish and English in Dual Language Learners.
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| Title: | Monolingual Clinicians Using Computer-Assisted Bilingual Vocabulary Instruction to Promote Spanish and English in Dual Language Learners. |
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| Authors: | Pérez, Jean F. Rivera1 j.riveraperez@tcu.edu, Lund, Emily1, Abdelaziz, Mariam2, Regalado-Lee, Alice1 |
| Source: | Language, Speech & Hearing Services in Schools. Apr2026, Vol. 57 Issue 2, p386-405. 20p. |
| Subject Terms: | *Reading, *Communicative competence, *Multilingualism, *Pre-tests & post-tests, *Computer assisted instruction, *Vocabulary, *Language acquisition, *Inter-observer reliability, Grammar, Logistic regression analysis, Questionnaires, Odds ratio, Spanish language, English language, Confidence intervals |
| Abstract: | Purpose: This study examines the preliminary efficacy of the Computer-Assisted Bilingual Vocabulary Instruction (CABVI) program in promoting Spanish and English vocabulary acquisition among dual language learners (DLLs). It also investigates the impact of the language of instruction on receptive, naming, and definition vocabulary outcomes in both languages. Method: Twenty-one Spanish-speaking preschoolers were randomly assigned to one of three conditions: bilingual CABVI Spanish-English (n = 8), CABVI English-only (EI; n = 7), or business-as-usual (BAU; n = 6). CABVI included audio prompting, interactive storybook reading, and word-focused activities targeting 37 words through explicit instruction. Vocabulary gains were assessed through receptive, naming, and definition tasks at pretest, posttest, and 6-week follow-up. Logistic regression models examined the effects of condition, language, and time on target and implicit (indirect) vocabulary. Results: Bilingual CABVI significantly improved direct (target) Spanish vocabulary across all tasks compared to the EI and BAU groups. Both intervention groups demonstrated comparable improvements in English vocabulary. Implicit vocabulary gains were similar across bilingual and EI groups. Gains in both languages were maintained at follow-up. Conclusions: Bilingual CABVI provides a structured framework to support DLLs' vocabulary development and may serve as a resource for monolingual English-speaking clinicians. Results indicate the potential of technology-based bilingual approaches to improve language learning and guide clinical practices supporting DLLs' linguistic needs. [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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192859133 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Monolingual Clinicians Using Computer-Assisted Bilingual Vocabulary Instruction to Promote Spanish and English in Dual Language Learners. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pérez%2C+Jean+F%2E+Rivera%22">Pérez, Jean F. Rivera</searchLink><relatesTo>1</relatesTo><i> j.riveraperez@tcu.edu</i><br /><searchLink fieldCode="AR" term="%22Lund%2C+Emily%22">Lund, Emily</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Abdelaziz%2C+Mariam%22">Abdelaziz, Mariam</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Regalado-Lee%2C+Alice%22">Regalado-Lee, Alice</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Apr2026, Vol. 57 Issue 2, p386-405. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Logistic+regression+analysis%22">Logistic regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Odds+ratio%22">Odds ratio</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish+language%22">Spanish language</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This study examines the preliminary efficacy of the Computer-Assisted Bilingual Vocabulary Instruction (CABVI) program in promoting Spanish and English vocabulary acquisition among dual language learners (DLLs). It also investigates the impact of the language of instruction on receptive, naming, and definition vocabulary outcomes in both languages. Method: Twenty-one Spanish-speaking preschoolers were randomly assigned to one of three conditions: bilingual CABVI Spanish-English (n = 8), CABVI English-only (EI; n = 7), or business-as-usual (BAU; n = 6). CABVI included audio prompting, interactive storybook reading, and word-focused activities targeting 37 words through explicit instruction. Vocabulary gains were assessed through receptive, naming, and definition tasks at pretest, posttest, and 6-week follow-up. Logistic regression models examined the effects of condition, language, and time on target and implicit (indirect) vocabulary. Results: Bilingual CABVI significantly improved direct (target) Spanish vocabulary across all tasks compared to the EI and BAU groups. Both intervention groups demonstrated comparable improvements in English vocabulary. Implicit vocabulary gains were similar across bilingual and EI groups. Gains in both languages were maintained at follow-up. Conclusions: Bilingual CABVI provides a structured framework to support DLLs' vocabulary development and may serve as a resource for monolingual English-speaking clinicians. Results indicate the potential of technology-based bilingual approaches to improve language learning and guide clinical practices supporting DLLs' linguistic needs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab 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: BibEntity: Identifiers: – Type: doi Value: 10.1044/2025_LSHSS-25-00066 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 386 Subjects: – SubjectFull: Reading Type: general – SubjectFull: Communicative competence Type: general – SubjectFull: Multilingualism Type: general – SubjectFull: Pre-tests & post-tests Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Inter-observer reliability Type: general – SubjectFull: Grammar Type: general – SubjectFull: Logistic regression analysis Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Odds ratio Type: general – SubjectFull: Spanish language Type: general – SubjectFull: English language Type: general – SubjectFull: Confidence intervals Type: general Titles: – TitleFull: Monolingual Clinicians Using Computer-Assisted Bilingual Vocabulary Instruction to Promote Spanish and English in Dual Language Learners. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pérez, Jean F. Rivera – PersonEntity: Name: NameFull: Lund, Emily – PersonEntity: Name: NameFull: Abdelaziz, Mariam – PersonEntity: Name: NameFull: Regalado-Lee, Alice IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 01611461 Numbering: – Type: volume Value: 57 – Type: issue Value: 2 Titles: – TitleFull: Language, Speech & Hearing Services in Schools Type: main |
| ResultId | 1 |
