Cognitive-based intervention for bilingual preschoolers
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Cognitive-based narrative intervention for bilingual preschoolers Abstract The aim of this study was to determine how an intervention conducted in Spanish and English influenced macro and micro structure in the oral narratives produced by eight preschool Spanish-speaking English-language-learners (M = 68 months, range 59 to 79 months) during a four-week summer intervention program. Following a single-subject pre-experimental repeated A-B measure design, each subject completed an initial treatment phase in Spanish followed by an English treatment phase. The cognitive-based intervention method focused on the mediated learning of language-independent cognitive strategies such as attention, self-regulation, organization, and problem solving. Analysis at the macrostructure level included story component and episode structure and microstructure level analysis considered lexical diversity and use of grammatical forms in each language. All narrative samples were evaluated to determine the effect of language treatment condition and narrative productivity in both languages. Mediated learning significantly increased participants’ ability to independently produce narrative macrostructure story component and episodic structure on multiple elicitation tasks across both languages. Mixed results were observed at the microstructure level for participants’ demonstration of lexical diversity and grammatical complexity specific to language condition and elicitation task. These findings help us understand which macro and micro structure skills transfer under a cognitive-based intervention conducted in two languages.