Story retelling by bilingual children with language impairments and typically developing controls

Abstract

TD and PLI children differed in the development of narrative macro- and microstructure between kindergarten and first grade. The TD bilinguals transferred conceptually dependent narrative skills easily, but then had to learn independently the nuances of each language to be successful using literate language. Because most children with PLI need more exposure to establish strong connections between their L1 and L2, they had more difficulty transferring their knowledge of literate language forms from one language to another.