A Longitudinal Study of Macrostructure: Narrative Development in Spanish-English Bilinguals with and without DLD

Date of Submission

Spring 2026

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Lourdes Martinez-Nieto, PhD

Abstract

Introduction: This study examines narrative abilities in bilingual Spanish–English children with and without Developmental Language Disorder (DLD), with a focus on macrostructure development across early childhood. Narrative skills, including both microstructure and macrostructure, are critical for language development and are strong predictors of later academic success. While children with DLD consistently demonstrate weaknesses in microstructure, findings related to macrostructure remain mixed, particularly in bilingual populations. Existing research suggests that bilingualism may influence narrative performance, but it does not necessarily result in distinct deficits compared to monolingual peers with DLD. Methods: Data was drawn from the Language and Reading Research Consortium (LARRC), a longitudinal study examining language and reading development in children ages 4–8. Although participants were assessed annually from preschool through third grade, the present study included a subset of 28 Spanish-English bilingual children (19 typically developing [TD], 9 with DLD) assessed in preschool (Year 1) and third grade (Year 5). to capture early and later points in development. Narrative language samples were collected using wordless picture books Results: Results showed developmental growth in narrative macrostructure for both groups. At preschool, children with DLD scored lower than TD peers, but by third grade, performance converged, reflecting greater gains in the DLD group. Both groups showed similar patterns across story grammar elements, with highest scores in character and lowest in plan. Overall, findings indicate parallel developmental trajectories and shared strengths across groups.in concrete narrative elements and persistent challenges in more complex, inferential components such as plan. Conclusion: Findings suggest that narrative macrostructure is a relatively resilient skill in bilingual children with and without DLD, as both groups showed similar developmental trajectories and converging performance by third grade. Overall, findings indicate that children with DLD can achieve narrative performance comparable to their typically developing peers, and bilingualism does not hinder macrostructure development.

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