Vocabulary gains in bilingual narrative intervention

Sharon Armon-Lotem, M. Adelaida Restrepo, Minna Lipner, Peer Ahituv-Shlomo, Carmit Altman

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Purpose: The purpose of the current study was to evaluate the effect of bilingual narrative intervention on vocabulary gains in Hebrew (school language) and English (home language) among English–Hebrew bilinguals, using a block design (one language at a time), and to determine whether there was cross-linguistic transfer to the language that was not receiving intervention. Method: Sixteen English–Hebrew bilingual children participated in the study using an adaptation of the Puente de Cuentos intervention. Vocabulary was examined using a word definition task before the intervention, post English intervention, post Hebrew intervention, and 4 weeks after the interventions ended to examine maintenance of skills. Results: Repeated-measures analyses of variance revealed that children made significant gains in vocabulary in the language of intervention as expected. In addition, children made cross-linguistic gains in Hebrew during the English intervention, but made no gains in English following Hebrew intervention. Conclusion: These results underscore the need to provide language support in the home language to ensure growth and that intervention in the home language does not hinder growth in the school language.

Original languageEnglish
Pages (from-to)436-448
Number of pages13
JournalLanguage, Speech, and Hearing Services in Schools
Issue number1
StatePublished - 19 Jan 2021

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© 2020 American Speech-Language-Hearing Association.


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