Applied Sciences Homework Help

Bibliography

Ramírez, R., Huang, B. H., Salazar, K., & Eik, M. (2023). Predictors of Reading Development Among School-Age Bilingual Children With Developmental Language Disorder: A Scoping Review. Language, Speech, and Hearing Services in Schools, 54, 1020–1033. https://doi.org/10.1044/2023_LSHSS-22-00093

This article was selected because it explores the predictors of reading development among bilingual children with developmental language disorder (DLD). The study provides insight into how phonological awareness, rapid naming, and first-language blending influence literacy development. This article is useful in understanding the connection between spoken and written language in bilingual children, an area that is under-researched but critical for developing effective literacy interventions.

Helm, K., & Selin, C. (2025). The Conversational Language Profile of Children in Low Socioeconomic Environments: A Systematic Review. Perspectives of the ASHA Special Interest Groups, 10, 88–106. https://doi.org/10.1044/2024_PERSP-23-00299

This systematic review was chosen because it examines how socioeconomic status influences children’s language development. The study critically evaluates the assumption that children from lower socioeconomic backgrounds have language deficits rather than differences. This article contributes to the discussion on normal literacy development by highlighting how external factors, such as socioeconomic status, influence oral language acquisition and literacy skills.

Guiberson, M. (2024). Culturally Responsive Literacy Interventions in Speech-Language Pathology: A Scoping Review. Perspectives of the ASHA Special Interest Groups, 9, 1165–1175. https://doi.org/10.1044/2024_PERSP-24-00008

This article was selected because it focuses on culturally responsive literacy interventions for children from diverse linguistic backgrounds. The study presents strategies used in speech-language pathology to support literacy development in bilingual and multilingual children. This article is valuable for understanding how oral language skills can be nurtured through culturally responsive literacy instruction, further reinforcing the connection between spoken and written language development.

These articles collectively support the assignment's objectives by addressing phonological awareness, the relationship between spoken and written language, and normal literacy development, especially in bilingual and low socioeconomic populations.