Exploring storytelling practices of bilingual Mexican-American children with language disorders
Official title: Documenting the Home and Community Storytelling Practices of Mexican-American Bilingual Children with Developmental Language Disorder
Funded at University of California-Irvine · NIH-10903548 · Data updated 2026-11-12
This study looks at how bilingual Mexican-American kids with language challenges tell stories, aiming to find the best ways to understand their unique ways of expressing themselves and improve support for them in school.
Quick facts
| Grant type | Fellowship grant |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of California-Irvine NIH-funded |
| Lab location | 1 site (Irvine, United States) |
| Project start | June 30, 2024 |
| Project end | June 29, 2026 |
| Funding year | 2024 |
| Award (this year) | $41,738 |
| NIH project number | 1F31DC021896-01 |
| Project ID | NIH-10903548 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are bilingual Mexican-American children aged 0-11 who have been diagnosed with developmental language disorders.
✕Less likely to help
Patients who do not speak Spanish or are not part of the bilingual Mexican-American community may not benefit from this research.
What this research studies
This research investigates the storytelling practices of bilingual Mexican-American children who have developmental language disorders (DLD). It aims to document the unique ways these children express themselves through storytelling, using ethnographic observations, interviews, and surveys. By comparing culturally relevant assessment tools with traditional measures, the research seeks to identify which methods more accurately reflect the linguistic abilities of these children. This approach emphasizes the importance of culturally competent assessments in education for bilingual Latinx children.
Why it matters
Potential benefit: If successful, this research could lead to more effective and culturally appropriate assessment tools for bilingual children with language disorders.
How similar studies have gone: Previous research has shown that culturally tailored assessment tools can improve educational outcomes for bilingual children, indicating a promising approach in this area.
Where this research is happening
-
University of California-Irvine
Irvine, United States Active
Researchers
- Principal investigator: Granados Vargas, Alejandro — University of California-Irvine
- Study coordinator: Granados Vargas, Alejandro
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About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.