PhD, University of Cincinnati, 2016, Allied Health Sciences: Communication Sciences and Disorders

Many English language learners (ELL) show a significant vocabulary gap when compared to their monolingual peers. Due to this, many of these children are at risk of not being able to meet academic standards. To ameliorate this vocabulary gap, bilingual instruction has been recommended as an alternative English-only instruction in order to promote second language learning and specifically bilingual vocabulary acquisition. Professionals who are fluent in more than one language commonly administer these bilingual interventions. However, the number of bilingual professionals who can provide bilingual instruction to ELL children is limited, and many children miss the benefits of this type of instruction. The purpose of this research is to determine the effectiveness of using the first language (L1), specifically Spanish, with an online text-to-speech computer program used by a monolingual clinician to enhance vocabulary growth in both the L1 and second language (L2) of children who are ELLs. Forty-three Spanish-speaking preschoolers in English-only-instruction-classrooms were randomly assigned to one of three-conditions addressing vocabulary and definition: (a) Spanish- English intervention (SEI, n=14) using text-to-speech for supplemental translation into Spanish; (b) English-only intervention (EI, n=14); and (c) Control (n=15). In SEI and EI, a monolingual speaker of English provided intervention that taught vocabulary and definition. The clinician in the SEI group used text-to-speech technology (TTS) to deliver translations of the target words and definitions. All children were tested for expressive knowledge of the vocabulary targets and definitions before intervention, after intervention, and six weeks post intervention. The SEI and EI groups showed significantly greater gains in English naming when compared to the control group. The SEI group showed significantly greater gains in English definitions when compared to the control group. The SEI group showed (open full item for complete abstract)

Committee: Nancy Creaghead Ph.D. (Committee Chair); Sandra Combs Ph.D. (Committee Member); Ying Guo Ph.D. (Committee Member); Lesley Raisor Ph.D. (Committee Member); Karla Washington Ph.D. (Committee Member) Subjects: Speech Therapy