ABSTRACT Increasing vocabulary is of fundamental importance for helping multilingual children reach proficiency in English, yet children with additional learning challenges such as speech delay and autism spectrum disorder have extra difficulty in this area. Previous research found that meaningful repetition and explicit vocabulary instruction are effective strategies that allow children to learn words that would normally be considered beyond their developmental level. This pilot study examines vocabulary gains made over one month by eight bilingual children, including three diagnosed with autism, following the combined strategies of meaningful repetition and explicit vocabulary instruction using visuals in teaching advanced vocabulary words. Results are measured by a picture‐cued multiple‐choice assessment. A 37.5% increase in the average score compared to pretest scores indicates that these strategies are indeed effective for bilingual students with speech delay and autism. A literature review and discussion of the findings includes consideration of implications for pedagogy and language assessment.
Lynn Wolfe (2026) studied this question.