Capitalizing on cross-language similarities in intervention with bilingual children

This study examined the effects of a vocabulary intervention for bilingual children that was conducted in children’s first language, Spanish, and included explicit instruction on cognates. We measured effects in terms of change from pre- to post-intervention in Spanish as well as associations with the non-target language, English. Participants were 12 Spanish-English bilingual children, aged 6–8 years, with and without Developmental Language...