Dialogic Reading Strategies and Vocabulary in Spanish-Speaking Students With Developmental Language Disorder: A Single-Case Research Study

This study provides evidence that a bilingual approach to DRS is a practical and efficient way to increase vocabulary in both L1 and L2 when used to treat young school-aged DLLs with DLDs. Further research is needed to examine the effects of this intervention on Spanish-speaking DLLs who present a broader range of linguistic and academic needs, as is the case for students in special education self-contained classes.