Original ArticlesIntervention for English Learners With Developmental Language Disorder Connecting to Classroom English Language Arts Curriculum Through Increasing Academic Vocabulary SkillsRoseberry-Mckibbin, Celeste Author Information Department of Communication Sciences & Disorders, California State University, Sacramento. Corresponding Author: Celeste Roseberry-Mckibbin, PhD, Department of Communication Sciences & Disorders, California State University, 6000 J St, Sacramento, CA 95819 ([email protected]). Author disclosures can be found at https://links.lww.com/TLD/A81. Topics in Language Disorders: October/December 2021 - Volume 41 - Issue 4 - p 322-332 doi: 10.1097/TLD.0000000000000262 Buy Metrics Abstract There are increasing numbers of English learners (ELs) in American classrooms today. Some of them have developmental language disorder (DLD) and receive intervention in the school setting. It is ideal to provide intervention that supports bilingual development in both the first language (L1) and English. When providing therapy, speech–language pathologists can most benefit ELs with DLD by connecting therapy to the curriculum of the classroom, particularly focusing on Tier 2 academic classroom vocabulary. This article provides a scientifically-based description of how to teach English academic vocabulary most effectively to ELs with DLD. The article concludes with practical recommendations for methods and materials that can be used to support academic success for these students. © 2021 Wolters Kluwer Health, Inc. All rights reserved.
