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Unlocking the Potential of Bilingual Children with SLI: Key Insights from Recent Research

Unlocking the Potential of Bilingual Children with SLI: Key Insights from Recent Research

The phonological development of bilingual children with Specific Language Impairment (SLI) is a complex area that requires nuanced understanding and targeted interventions. The research paper titled The Phonological Abilities of Bilingual Children with Specific Language Impairment: A Descriptive Analysis by Andrea A. N. MacLeod and Rebecca J. McCauley provides critical insights into this topic.

As a practitioner, leveraging the outcomes of this research can significantly enhance your ability to support bilingual children with SLI. Here are key takeaways and actionable steps based on the study's findings:

Understanding Phonological Development in Bilingual Children with SLI

The study compared five Canadian French-English bilingual children with SLI to four French monolingual children with SLI and four normally developing monolingual children. The phonological abilities of these groups were analyzed using both standard methods and recent measures proposed by Ingram and Ingram (2001; 2002).

Key Findings

Actionable Steps for Practitioners

To implement these findings in your practice, consider the following strategies:

By integrating these insights into your practice, you can better support the phonological development of bilingual children with SLI, helping them achieve their full potential.

To read the original research paper, please follow this link: The Phonological Abilities of Bilingual Children with Specific Language Impairment: A Descriptive Analysis.

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