Evidence-Based Interventions for Multilingual Preschoolers with Speech and Language Difficulties

True or False

100

True or False: The Nuestros Niños program was the only intervention in Crowe et al. (2021) that met the criteria for evidence-based practice.

True

200

True or False: Shared book reading was a common intervention approach used to improve language skills in multilingual preschoolers.

True

300

The majority of interventions in the Crowe et al. (2021) study targeted early literacy skills rather than speech or language skills.

False (The majority of interventions targeted language skills, followed by early literacy and speech production.)

Literacy

100

Why is early literacy intervention important for multilingual preschoolers, and how can it impact their future academic success?

Early literacy intervention is critical because it provides the foundational skills needed for reading and academic achievement. For multilingual preschoolers, targeting literacy early can close achievement gaps that may arise due to limited exposure to the community language or socioeconomic barriers. Strong early literacy skills, such as phonological awareness and print knowledge, are linked to later success in reading, writing, and overall academic performance.

200

What specific techniques within shared book reading can SLPs use to target phonological awareness and vocabulary development?

Phonological Awareness: SLPs can incorporate rhyming games, clapping out syllables, and identifying the first or last sounds in words during shared book reading. For example, asking, “Can you find a word that rhymes with ‘cat’?” or breaking words into syllables (e.g., “but-ter-fly”). 

300

What makes phonological awareness a critical area to address in early literacy interventions for multilingual children, and how can clinicians adapt these strategies for children with varying language backgrounds?

Phonological awareness is critical because it underpins the ability to decode words, which is essential for reading development. For multilingual children, strong phonological awareness skills in one language can transfer to other languages, providing a bridge for literacy development.

General

100

Why is it important for researchers to include diverse languages and populations in studies on speech, language, and literacy interventions?

• Including diverse languages ensures that research findings are generalizable and applicable to real-world clinical and educational settings.
• It addresses the needs of underrepresented populations and helps reduce inequities in access to effective interventions.
• Multilingual children often face unique linguistic and cultural challenges, and studies need to reflect these realities.

200

How can SLPs ensure culturally and linguistically appropriate interventions when working with multilingual preschoolers?

• Using culturally and linguistically relevant materials (e.g., books, activities) that reflect the child’s background.
• Collaborating with families to incorporate the home language into intervention strategies.
• Selecting or adapting assessment tools that are validated for multilingual populations or using dynamic assessment methods.

300

What are the challenges in implementing evidence-based interventions for multilingual children in clinical or educational settings, and how can these be overcome?

• Limited availability of evidence-based interventions targeting multilingual children.
• Lack of trained professionals who can provide interventions in multiple languages.
• Inadequate assessment tools designed for multilingual learners.
• Limited time and resources for clinicians to adapt interventions to specific linguistic and cultural needs.