Genesis D Arizmendi

Interests

Research

bilingual language development and disorders, cognitive underpinnings of learning, academic learning difficulties in STEM and reading, equity-centered assessment and intervention practices, interprofessional collaboration

Courses

Scholarly Contributions

Chapters

• Arizmendi, G. D. (2019).

  The Development and Validation of a Novel Task to Quantify Functional Language Proficiency in Spanish-English Learning School-Age Children.

  . In Doctoral Dissertation.

Journals/Publications

• Swanson, H., Arizmendi, G., & Li, J. (2024). Mathematical Problem Solving in Emergent Bilingual Children: Is Growth Related to the Navigation Between Two Working Memory Systems?. Journal of Educational Psychology. doi:10.1037/edu0000869
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  This cohort-sequential study explored the working memory (WM) structures that underlie growth in mathematical word problem solving (WPS) performance in elementary school emergent bilingual children whose first language (L1) is Spanish. To this end, children (N= 429) in Grades 1, 2, and 3 in southwest U.S. school districts atWave 1 were administered a battery of cognitive (short-term memory [STM], WM, rapid naming, inhibition), domain-general nonmath (reading, vocabulary, and fluid intelligence) and domain-specificmath measures (arithmetic computation, estimation, and magnitude judgment) in both Spanish (L1) and English (L2). These same measures were administered 1 and 2 years later. Four important findings emerged: (a) A three-factor structure (phonological STM, visual–spatial WM, and executive WM) captured the data across three testing waves within and across both language systems; (b) growth in phonological STM and executive WM uniquely predicted WPS growth, but these two WM structures interacted within the English language system; (c) Spanish verbalWM(phonological STM, executive WM) enhanced the magnitude of predictions of English verbal WM on English WPS; and (d) growth in language-specific phonological STM and executive WM predicted cross-sectional and within-child changes in WPS independent of growth in other domain-specific and domain-general academic areas. Taken together, the results suggest that languagespecific age-related phonological STM growth and executive WM growth rates underlie Spanish and English math word problem-solving performance. The results extend the contribution of development models as a function ofWMstructures across two language systems as they apply to complex math performance.
• Arizmendi, G. D., Pimentel, M. F., Li, J., & Swanson, H. L. (2023).

  The phonological loop and dual language learning: Do growth differences exist across languages?

  . Bilingual Research Journal, 46(1-2), 64-81. doi:10.1080/15235882.2023.2235300
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  The phonological loop of the working memory system plays a key role in language learning. This study examined the trajectories between two dual-language learner groups (English Learners [ELs] and Spanish Learners [SLs]) on phonological loop measures in L1 and L2. At Grade 1, children completed a battery of vocabulary and cognitive measures and were retested in Grade 3. A series of random effects ANOVAs showed that SLs outperformed ELs on English loop measures, with strong growth in the English loop, but not in Spanish. No significant difference in Spanish loop performance occurred at Grade 3. Considerations for future research and practical implications are discussed.
• Swanson, H. L., Arizmendi, G. D., & Li, J. T. (2023). Emergent math difficulties among English learners: can the odds be reduced?. Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence, 29(1), 136-164.
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  Solving word problems in mathematics presents difficulties for many English learners (ELs), including those who use Spanish as a home language. In the early stage of learning to solve mathematics word problems, some children, including ELs, experience difficulties. By English status, EL refers to those children whose home language was Spanish while in the process of developing English at school. Math difficulties (MD) refers to those children with low normative mathematical problem-solving scores in both English and Spanish. The purpose of this study was to determine those measures that increase the odds of identifying EL children with emergent MD. Elementary school children (grades 1, 2, and 3) were administered a battery of math, vocabulary, reading, and cognitive measures (short-term memory [STM], inhibition, working memory [WM]) in both Spanish (L1) and English (L2) in Year 1 and again one year later. Multilevel growth modeling compared MD children identified one year later who manifested MD to children who were average math achievers or poor math achievers across the two testing waves (year 1 and year 2). The results indicated that significant growth parameters (i.e., measures of estimation, WM) increased the odds of identifying emergent MD relative to children with Persistent math deficits and average achievers. The results were discussed in terms of a multidimensional model that taps domain-specific skills and general cognitive processes that increase the odds of identifying later math difficulties.
• Arizmendi, G. D., Li, J., & Swanson, H. L. (2022).

  Emergent math difficulties among English learners: can the odds be reduced?

  . Child Neuropsychology. doi:10.1080/09297049.2022.2073987
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  Solving word problems in mathematics presents difficulties for many English learners (ELs), including those who use Spanish as a home language. In the early stage of learning to solve mathematics word problems, some children, including ELs, experience difficulties. By English status, EL refers to those children whose home language was Spanish while in the process of developing English at school. Math difficulties (MD) refers to those children with low normative mathematical problem-solving scores in both English and Spanish. The purpose of this study was to determine those measures that increase the odds of identifying EL children with emergent MD. Elementary school children (grades 1, 2, and 3) were administered a battery of math, vocabulary, reading, and cognitive measures (short-term memory [STM], inhibition, working memory [WM]) in both Spanish (L1) and English (L2) in Year 1 and again one year later. Multilevel growth modeling compared MD children identified one year later who manifested MD to children who were average math achievers or poor math achievers across the two testing waves (year 1 and year 2). The results indicated that significant growth parameters (i.e., measures of estimation, WM) increased the odds of identifying emergent MD relative to children with Persistent math deficits and average achievers. The results were discussed in terms of a multidimensional model that taps domain-specific skills and general cognitive processes that increase the odds of identifying later math difficulties.
• Arizmendi, G. D., Li, J., & Swanson, H. L. (2022).

  The influence of teachers’ math instructional practices on English learners’ reading comprehension and math problem-solving performance in Spanish and English

  . International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2022.2068346
• Arizmendi, G. D., Li, J., & Swanson, H. L. (2022).

  The role of language comprehension skills and instructional practices in cross-language influence of Spanish-speaking dual language learners’ calculation skills

  . Early Childhood Research Quarterly. doi:10.1016/j.ecresq.2022.05.004
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  • Teachers’ use of teaching practices impacts students’ calculation performance. • Spanish language comprehension predicts Spanish calculation performance. • English language comprehension predicts English calculation performance. • Spanish calculation performance predicts English calculation performance. The purpose of this empirical study was 2-fold: (a) to investigate the relationships between Spanish-speaking dual language learners’ (DLLs, N = 223) Spanish language comprehension skills, Spanish calculation performance, English language comprehension skills, and English calculation performance; and (b) to explore the relationship between teachers’ (N = 20) instructional activities and DLLs’ calculation performance. Three important findings emerged. First, significant relationships occurred: (a) between DLLs’ Spanish vocabulary knowledge and Spanish reading comprehension ( β = 0.59, p < 0.05, R 2 = 0.37); and (b) between DLLs’ Spanish reading comprehension and Spanish calculation performance ( β = 0.17, p < 0.05, R 2 = 0.12). Second, a significant cross-linguistic relationship in Spanish and English calculation performance emerged ( β = 0.41, p < 0.05, R 2 = 0.29). Finally, teachers’ explicit teaching and guided practice significantly predicted DLLs’ Spanish calculation performance, but only teachers’ explicit teaching significantly moderated the impact of DLLs’ Spanish calculation performance on their English calculation performance. These findings support the notion that: (a) DLLs’ Spanish language comprehension skills predict their Spanish calculation performance, which subsequently impacts their English calculation performance; and (b) teachers’ explicit teaching and guided practice directly enhance DLLs’ Spanish calculation performance, which in turn later influences their English calculation performance.
• Colina, S., Rodríguez-Guerra, M., Marrone, N., Ingram, M., Navarro, K. J., Arizmendi, G., & Coco, L. (2022). Research Documents for Populations with Limited English Proficiency: Translation Approaches Matter. Ethics & human research, 44(1), 29-39.
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  To avoid excluding individuals with limited English proficiency from participating in research, the consent form and other documents should be presented to them in their primary language and in a format that is understandable. However, evidence suggests that, when documents are translated for prospective and actual research participants with limited English proficiency, these individuals often fail to engage with the documents and the research in the same terms as their English-speaking counterparts do. We argue that this is because methodological challenges remain after a decision to translate has been made. This study investigated how translation approaches affected reader response and intelligibility. Participants were asked to review two translated versions of a survey (which reflected a functionalist and a literal approach to translation) followed by semistructured interviews. Quantitative and qualitative analysis revealed a preference for a functionalist translation and a higher number of problems raised in regard to the literal translation. The recommendations we offer here include considering the most appropriate translation approach for a specific genre and purpose.
• Kong, J. E., Arizmendi, G. D., & Doabler, C. T. (2022).

  Implementing the Science of Math in a Culturally Sustainable Framework for Students With and at Risk for Math Learning Disabilities

  . Teaching Exceptional Children. doi:10.1177/00400599221127385
• Arizmendi, G. D., Coco, L., Colina, S., Ingram, M., Marrone, N., Navarro, K. F., & Rodríguez‐Guerra, M. (2021).

  Research Documents for Populations with Limited English Proficiency: Translation Approaches Matter

  . Ethics & human research. doi:10.1002/eahr.500115
• Arizmendi, G. D., Horn, M. L., Li, J., Petcu, S. D., & Swanson, H. L. (2021).

  Language‐Focused Interventions on Math Performance for English Learners: A Selective Meta‐Analysis of the Literature

  . Learning Disabilities Research and Practice. doi:10.1111/ldrp.12239
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  Abstract This meta‐analysis synthesized research on math performance outcomes for English learners (EL) as a function of language‐focused (math vocabulary) interventions. We included group and single‐subject design studies with children from kindergarten to 8th grade (3,766 students for group, 30 for single‐subject). Group studies yielded a mean Hedges’ g of 0.26 in favor of the interventions relative to the control conditions, whereas single‐subject studies yielded a mean Percentage of Non‐Overlapping Data of 81.01% and Phi coefficient of .66 relative to baseline. Although group studies yielded small effect sizes (ESs), we found significant moderators for grade level, intervention focus, and length of intervention. Single‐subject studies yielded higher ESs than group studies, and were considered generally effective, with a high ES. This finding was attributed to a direct focus on children with math difficulties and one‐to‐one instruction. The implications for practice and future research are discussed.
• Arizmendi, G. D., Li, J., & Swanson, H. L. (2021).

  The stability of learning disabilities among emergent bilingual children: A latent transition analysis.

  . Journal of Educational Psychology. doi:10.1037/edu0000645
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  This study investigated the prevalence and stability of latent classes among elementary-aged English learning (EL) children whose first language is Spanish. To this end, EL children (N = 267) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory, rapid naming, inhibition) in both Spanish and English. These same measures were also administered one year later (Wave 2). Four important findings occurred. First, four latent classes (balanced bilinguals-average achievers, unbalanced bilinguals-average achievers, children at risk for learning disabilities, English dominant) at both testing waves emerged. Second, probability estimates indicated that 20% of the total sample was at risk for learning disabilities at Wave 1, with late-emerging academic difficulties increasing the learning disabilities latent class by 5% at Wave 2. Third, the incidence of late-emerging children at risk for learning disabilities was higher among balanced bilingual average achievers, especially for those children transitioning to or from Grade 3. Finally, the cognitive measures for predicting the odds of children being correctly classified in the final wave of testing included measures of naming speed and working memory. The results support the notion that statistically distinct latent classes emerge under the umbrella of language and academic performance and that children at risk for learning disabilities can be separated among a heterogeneous sample of children who are English language learners. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
• Arizmendi, G. D., Li, J., & Swanson, H. L. (2021).

  What mediates the relationship between growth in math problem-solving and working memory in English language learners?

  . Journal of Educational Psychology. doi:10.1037/edu0000718
• Arizmendi, G. D., Li, J., & Swanson, H. L. (2021).

  Working memory growth predicts mathematical problem-solving growth among emergent bilingual children

  . Journal of Experimental Child Psychology. doi:10.1016/j.jecp.2020.104988
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  • A cohort-sequential design assessed the bilingual effects of cognitive measures administered in English and Spanish. • Growth in the executive component of WM significantly predicted math word problem solving. • Growth in the executive component of WM operated as a language independent system. • Growth in math problem solving was related to growth in fluid intelligence and computation. An area of mathematics found to be difficult for emergent bilingual children whose first language (L1) is Spanish in the United States is solving mathematical word problems. The purpose of this study was to determine the relationship between growth in the executive component of working memory (WM) and growth in mathematical word-problem solving in children whose L1 is Spanish. Elementary school children (Grades 1, 2, and 3) were administered a battery of mathematical, vocabulary, reading, and cognitive measures (short-term memory [STM], inhibition, and WM) in both Spanish (L1) and English (second language [L2]) in Year 1 and again 1 year later. Multilevel growth modeling showed that growth in WM significantly predicted growth in L1 and L2 mathematical word-problem solving. Furthermore, the contributions of WM to mathematical word-problem-solving growth in both L1 and L2 were independent of language skills in vocabulary, reading, estimation, naming speed, inhibition, STM, and calculation. Overall, the results suggest that the mental activities that underlie WM play a significant role in predictions of L1 and L2 mathematical word-problem-solving accuracy.
• Lee Swanson, H., Arizmendi, G. D., & Li, J. T. (2021). Working memory growth predicts mathematical problem-solving growth among emergent bilingual children. Journal of experimental child psychology, 201, 104988.
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  An area of mathematics found to be difficult for emergent bilingual children whose first language (L1) is Spanish in the United States is solving mathematical word problems. The purpose of this study was to determine the relationship between growth in the executive component of working memory (WM) and growth in mathematical word-problem solving in children whose L1 is Spanish. Elementary school children (Grades 1, 2, and 3) were administered a battery of mathematical, vocabulary, reading, and cognitive measures (short-term memory [STM], inhibition, and WM) in both Spanish (L1) and English (second language [L2]) in Year 1 and again 1 year later. Multilevel growth modeling showed that growth in WM significantly predicted growth in L1 and L2 mathematical word-problem solving. Furthermore, the contributions of WM to mathematical word-problem-solving growth in both L1 and L2 were independent of language skills in vocabulary, reading, estimation, naming speed, inhibition, STM, and calculation. Overall, the results suggest that the mental activities that underlie WM play a significant role in predictions of L1 and L2 mathematical word-problem-solving accuracy.
• Alt, M., Arizmendi, G. D., Erikson, J. A., Etters-Thomas, S. E., Figueroa, C., Mettler, H. M., & Oglivie, T. (2020).

  Exploring Input Parameters in an Expressive Vocabulary Treatment With Late Talkers

  . Journal of Speech Language and Hearing Research, 63(1), 216-233. doi:10.1044/2019_jslhr-19-00219
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  Purpose The aims of this study were (a) to assess the efficacy of the Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment and (b) to compare treatment outcomes for expressive vocabulary acquisition in late talkers in 2 conditions: 3 target words/90 doses per word per session versus 6 target words/45 doses per word per session. Method We ran the treatment protocol for 16 sessions with 24 primarily monolingual English-speaking late talkers. We calculated a d score for each child, compared treatment to control effect sizes, and assessed the number of words per week children acquired outside treatment. We compared treatment effect sizes of children in the condition of 3 target words/90 doses per word to those in the condition of 6 target words/45 doses per word. We used Bayesian repeated-measures analysis of variance and Bayesian t tests to answer our condition-level questions. Results With an average treatment effect size of almost 1.0, VAULT was effective relative to the no-treatment condition. There were no differences between the different dose conditions. Discussion The VAULT protocol was an efficacious treatment that has the potential to increase the spoken vocabulary of late-talking toddlers and provides clinicians some flexibility in terms of number of words targeted and dose number, keeping in mind the interconnectedness of treatment parameters. Supplemental Material https://doi.org/10.23641/asha.11593323
• Alt, M., Arizmendi, G. D., Erikson, J. A., Etters-Thomas, S. E., Figueroa, C., Mettler, H. M., & Oglivie, T. (2020).

  Exploring input parameters (Alt et al., 2020)

  . Journal of Speech, Language, Hearing Research. doi:10.23641/asha.11593323.v1
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  Purpose: The aims of this study were (a) to assess the efficacy of the Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment and (b) to compare treatment outcomes for expressive vocabulary acquisition in late talkers in 2 conditions: 3 target words/90 doses per word per session versus 6 target words/45 doses per word per session.Method: We ran the treatment protocol for 16 sessions with 24 primarily monolingual English-speaking late talkers. We calculated a d score for each child, compared treatment to control effect sizes, and assessed the number of words per week children acquired outside treatment. We compared treatment effect sizes of children in the condition of 3 target words/90 doses per word to those in the condition of 6 target words/45 doses per word. We used Bayesian repeated-measures analysis of variance and Bayesian t tests to answer our condition-level questions.Results: With an average treatment effect size of almost 1.0, VAULT was effective relative to the no-treatment condition. There were no differences between the different dose conditions.Discussion: The VAULT protocol was an efficacious treatment that has the potential to increase the spoken vocabulary of late-talking toddlers and provides clinicians some flexibility in terms of number of words targeted and dose number, keeping in mind the interconnectedness of treatment parameters.Supplemental Material S1. Treatment parameters and terminology: The current state of the field. Supplemental Material S2. Individual performance on treatment and control words across all baseline and treatment sessions. Alt, M., Mettler, H. M., Erikson, J. A., Figueroa, C. R., Etters-Thomas, S. E., Arizmendi, G. D., & Oglivie, T. (2020). Exploring input parameters in an expressive vocabulary treatment with late talkers. Journal of Speech, Language, and Hearing Research. Advance online publication. https://doi.org/10.1044/2019_JSLHR-19-00219
• Alt, M., Mettler, H. M., Erikson, J. A., Figueroa, C. R., Etters-Thomas, S. E., Arizmendi, G. D., & Oglivie, T. (2020). Exploring Input Parameters in an Expressive Vocabulary Treatment With Late Talkers. Journal of speech, language, and hearing research : JSLHR, 63(1), 216-233.
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  Purpose The aims of this study were (a) to assess the efficacy of the Vocabulary Acquisition and Usage for Late Talkers (VAULT) treatment and (b) to compare treatment outcomes for expressive vocabulary acquisition in late talkers in 2 conditions: 3 target words/90 doses per word per session versus 6 target words/45 doses per word per session. Method We ran the treatment protocol for 16 sessions with 24 primarily monolingual English-speaking late talkers. We calculated a score for each child, compared treatment to control effect sizes, and assessed the number of words per week children acquired outside treatment. We compared treatment effect sizes of children in the condition of 3 target words/90 doses per word to those in the condition of 6 target words/45 doses per word. We used Bayesian repeated-measures analysis of variance and Bayesian tests to answer our condition-level questions. Results With an average treatment effect size of almost 1.0, VAULT was effective relative to the no-treatment condition. There were no differences between the different dose conditions. Discussion The VAULT protocol was an efficacious treatment that has the potential to increase the spoken vocabulary of late-talking toddlers and provides clinicians some flexibility in terms of number of words targeted and dose number, keeping in mind the interconnectedness of treatment parameters. Supplemental Material https://doi.org/10.23641/asha.11593323.
• Swanson, H., Arizmendi, G., & Li, J. (2020). The stability of learning disabilities among emergent bilingual children: A latent transition analysis.. Journal of Educational Psychology. doi:10.1037/edu0000645
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  Educational Impact and Implications Statement: Children who are learning in their second language with potential learning disabilities are at high risk for more advanced reading and math difficulties, school drop out, and future employment. Such children are also hard to identify among children who are struggling to become proficient in their second language. The present study identified a discrete and stable group of English learning (EL) children at risk for learning disabilities over two time periods. Consistent with findings on English monolingual children, EL children at risk for learning disabilities showed a combination of reading and math difficulties related to specific inefficiencies in processing speed and working memory. The results also indicated that there is a critical period during the third grade which plays an important role in determining late-emerging risk for learning disabilities as well as variability in performance among average achieving groups after one year. (PsycInfo Database Record (c) 2020 APA, all rights reserved) This study investigated the prevalence and stability of latent classes among elementary-aged English learning (EL) children whose first language is Spanish. To this end, EL children (N = 267) in Grades 1, 2, and 3 at Wave 1 (Year 1) were administered a battery of vocabulary, reading, math, and cognitive measures (short-term memory, working memory, rapid naming, inhibition) in both Spanish and English. These same measures were also administered one year later (Wave 2). Four important findings occurred. First, four latent classes (balanced bilinguals-average achievers, unbalanced bilinguals-average achievers, children at risk for learning disabilities, English dominant) at both testing waves emerged. Second, probability estimates indicated that 20% of the total sample was at risk for learning disabilities at Wave 1, with late-emerging academic difficulties increasing the learning disabilities latent class by 5% at Wave 2. Third, the incidence of late-emerging children at risk for learning disabilities was higher among balanced bilingual average achievers, especially for those children transitioning to or from Grade 3. Finally, the cognitive measures for predicting the odds of children being correctly classified in the final wave of testing included measures of naming speed and working memory. The results support the notion that statistically distinct latent classes emerge under the umbrella of language and academic performance and that children at risk for learning disabilities can be separated among a heterogeneous sample of children who are English language learners. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
• Alt, M., Arizmendi, G. D., Cowan, N., Gray, S., Green, S., & Hogan, T. P. (2019).

  Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers

  . Journal of Speech, Language, and Hearing Research, 62(7), 2332-2360. doi:10.1044/2019_jslhr-l-18-0009
• Alt, M., Arizmendi, G. D., Gray, S., Hogan, T. P., Green, S., & Cowan, N. (2019). Novel Word Learning in Children Who Are Bilingual: Comparison to Monolingual Peers. Journal of speech, language, and hearing research : JSLHR, 62(7), 2332-2360.
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  Purpose We compared novel word learning in 2nd-grade children with typical development who were Spanish-English bilinguals to English monolinguals to understand word learning in bilingual children. Method Children (monolinguals n = 167, bilinguals n = 76) engaged in 5 computer-based tasks that assessed word learning in 6 different contexts. The tasks measured children's ability to link novel names with novel objects/actions, make decisions about the accuracy of those names and objects/actions, recognize the semantic features of the objects/actions, and produce the novel names. For analysis, we used Bayesian repeated-measures analyses of covariance with Bayesian independent-samples t tests to clarify interactions. Results Monolingual and bilingual children differed in some, but not most, word learning situations. There was at least moderate evidence that bilingual children were less accurate at naming in 1 condition and at detecting mispronunciations in 3 of 6 contexts and were less accurate at judging semantic features of a referent when that referent was paired with orthographic information. Discussion Among children with typical development, there were few differences in novel word learning between monolingual and bilingual participants. When differences did occur, they suggested that bilinguals were more accepting of phonological variations of word productions than their monolingual peers.
• Arizmendi, G. D., Alt, M., Gray, S., Hogan, T. P., Green, S., & Cowan, N. (2018).

  Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks

  . Language, Speech, and Hearing Services in Schools, 49(3), 356-378. doi:10.1044/2018_lshss-17-0107
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  Purpose The purpose of this study was to examine differences in performance between monolingual and Spanish–English bilingual second graders (aged 7–9 years old) on executive function tasks assessing inhibition, shifting, and updating to contribute more evidence to the ongoing debate about a potential bilingual executive function advantage. Method One hundred sixty-seven monolingual English-speaking children and 80 Spanish–English bilingual children were administered 7 tasks on a touchscreen computer in the context of a pirate game. Bayesian statistics were used to determine if there were differences between the monolingual and bilingual groups. Additional analyses involving covariates of maternal level of education and nonverbal intelligence, and matching on these same variables, were also completed. Results Scaled-information Bayes factor scores more strongly favored the null hypothesis that there were no differences between the bilingual and monolingual groups on any of the executive function tasks. For 2 of the tasks, we found an advantage in favor of the monolingual group. Conclusions If there is a bilingual advantage in school-aged children, it is not robust across circumstances. We discuss potential factors that might counteract an actual advantage, including task reliability and environmental influences.
• Arizmendi, G. D., Alt, M., Gray, S., Hogan, T. P., Green, S., & Cowan, N. (2018). Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks. Language, speech, and hearing services in schools, 49(3), 356-378.
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  The purpose of this study was to examine differences in performance between monolingual and Spanish-English bilingual second graders (aged 7-9 years old) on executive function tasks assessing inhibition, shifting, and updating to contribute more evidence to the ongoing debate about a potential bilingual executive function advantage.
• Arizmendi, G. D., Arizmendi, G. D., Nicholas, K., Nicholas, K., Plante, E., Plante, E., Tucci, A., Tucci, A., Vance, R., & Vance, R. (2018).

  Effective Use of Auditory Bombardment as a Therapy Adjunct for Children With Developmental Language Disorders

  . Language, Speech, and Hearing Services in Schools, 49(2), 320-333. doi:10.1044/2017_lshss-17-0077
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  Purpose Modeling of grammatical forms has been used in conjunction with conversational recast treatment in various forms. This study tests the relative effect of providing bombardment prior to or after recast treatment. Method Twenty-eight children with developmental language disorder participated in daily conversational recast treatment for morpheme errors. This treatment was either preceded or followed by a brief period of intensive auditory bombardment. Generalization to untreated lexical contexts was measured throughout the treatment period to assess the degree of learning and how quickly the onset of measurable learning occurred. Results There were no significant differences in elicited use of morphemes for the groups of children who received auditory bombardment before or after enhanced conversational recast treatment. However, there was a difference in the number of children who could be considered treatment responders versus nonresponders, favoring those who received auditory bombardment after recast treatment. Conclusion A brief period of auditory bombardment is a relatively low cost addition to recast treatment methods, given how little time it takes. There is a small but measurable advantage to following recast treatment with a period of auditory bombardment. Supplemental Material https://doi.org/10.23641/asha.5960005
• Plante, E., Tucci, A., Nicholas, K., Arizmendi, G. D., & Vance, R. (2018). Effective Use of Auditory Bombardment as a Therapy Adjunct for Children With Developmental Language Disorders. Language, speech, and hearing services in schools, 49(2), 320-333.
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  Modeling of grammatical forms has been used in conjunction with conversational recast treatment in various forms. This study tests the relative effect of providing bombardment prior to or after recast treatment.
• Alt, M., Arizmendi, G. D., & DiLallo, J. N. (2016).

  The Role of Socioeconomic Status in the Narrative Story Retells of School-Aged English Language Learners

  . Language, Speech, and Hearing Services in Schools, 47(4), 313-323. doi:10.1044/2016_lshss-15-0036
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  Purpose We examined the relationship between maternal level of education as an index of socioeconomic status (SES) on the narrative story retells of school-aged children who are English language learners (ELLs) to guide interpretation of results. Method Using data available from the Systematic Analysis of Language Transcripts database (Miller & Iglesias, 2012), we were able to compare the language samples of 907 ELL students in kindergarten and 2nd grade whose parents had different levels of education. We used a simple linear regression to see if maternal level of education was predictive of measures of vocabulary, syntax, and narrative structure in Spanish and English narrative story retells. Results There were no differences in language measures between children from different SES backgrounds for the Spanish language samples. There were differences with the English language samples in four of the five measures for the kindergarten sample and only three of five measures for the older children, with a smaller percentage of the variance explained. Conclusion Despite common knowledge that SES has a negative influence on language, the actual influence on the narrative productions of school-aged ELLs was less than anticipated for English and absent for Spanish. The implications for assessment are discussed and concluded.
• Alt, M., Arizmendi, G. D., & DiLallo, J. N. (2016). The Role of Socioeconomic Status in the Narrative Story Retells of School-Aged English Language Learners. Language, speech, and hearing services in schools, 47(4), 313-323.
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  We examined the relationship between maternal level of education as an index of socioeconomic status (SES) on the narrative story retells of school-aged children who are English language learners (ELLs) to guide interpretation of results.
• Alt, M., Alt, M., Arizmendi, G. D., Arizmendi, G. D., Beal, C. R., & Beal, C. R. (2014).

  The Relationship Between Mathematics and Language: Academic Implications for Children With Specific Language Impairment and English Language Learners

  . Language, Speech, and Hearing Services in Schools, 45(3), 220-233. doi:10.1044/2014_lshss-13-0003
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  Purpose The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). Method School-age children ( N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. Results The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols. Conclusion Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints. Supplemental Material https://doi.org/10.23641/asha.6170279
• Alt, M., Arizmendi, G. D., & Beal, C. R. (2014). The relationship between mathematics and language: academic implications for children with specific language impairment and English language learners. Language, speech, and hearing services in schools, 45(3), 220-33.
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  The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs).
• Alt, M., Meyers, C. A., Oglivie, T., Nicholas, K., & Arizmendi, G. D. (2014).

  Cross-situational statistically based word learning intervention for late-talking toddlers

  . Journal of Communication Disorders. doi:10.1016/j.jcomdis.2014.07.002
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  To explore the efficacy of a word learning intervention for late-talking toddlers that is based on principles of cross-situational statistical learning. Four late-talking toddlers were individually provided with 7–10 weeks of bi-weekly word learning intervention that incorporated principles of cross-situational statistical learning. Treatment was input-based meaning that, aside from initial probes, children were not asked to produce any language during the sessions. Pre-intervention data included parent-reported measures of productive vocabulary and language samples. Data collected during intervention included production on probes, spontaneous production during treatment, and parent report of words used spontaneously at home. Data were analyzed for number of target words learned relative to control words, effect sizes, and pre–post treatment vocabulary measures. All children learned more target words than control words and, on average, showed a large treatment effect size. Children made pre–post vocabulary gains, increasing their percentile scores on the MCDI, and demonstrated a rate of word learning that was faster than rates found in the literature. Cross-situational statistically based word learning intervention has the potential to improve vocabulary learning in late-talking toddlers. Limitations on interpretation are also discussed. Learning outcomes: Readers will describe what cross-situational learning is and how it might apply to treatment. They will identify how including lexical and contextual variability in a word learning intervention for toddlers affected treatment outcomes. They will also recognize evidence of improved rate of vocabulary learning following treatment.
• Alt, M., Meyers, C., Oglivie, T., Nicholas, K., & Arizmendi, G. (2014). Cross-situational statistically based word learning intervention for late-talking toddlers. Journal of communication disorders, 52, 207-20.
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  To explore the efficacy of a word learning intervention for late-talking toddlers that is based on principles of cross-situational statistical learning.
• Alt, M., Arizmendi, G. D., Beal, C. R., & Hurtado, J. S. (2012).

  The Effect of Test Translation on the Performance of Second Grade English Learners on the KeyMath-3

  . Psychology in the Schools, 50(1), 27-36. doi:10.1002/pits.21656