Documenting the Communicative Competence of Bilingual Preschoolers With Down Syndrome

Findings showed that the children demonstrated communicative competence skills in all settings, though the variety and quantity of skills in English, Spanish, or mixed code increased in settings with a positive affective climate and in settings where their home language(s) was acknowledged and valued. All four participants performed comparatively to other same-age peers with Down syndrome who come from monolingual homes and community contexts. A number of implications for research and practice are formulated based on the findings.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Valdivia, Rebeca A.N.

Contributors dc:contributor

• Rosalinda Barrera

• Education, Special

Language dc:language

eng

Identifier

(MiAaPQ)AAI3199161

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/79876