Phonological assessment and analysis of bilingual preschoolers' Spanish and English word productions
Prezas, Raúl Francisco
Hodson, Barbara Williams, 1937-
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Prezas, Raúl Francisco; Hodson, Barbara Williams, 1937-; Schommer-Aikins, Marlene. 2014. Phonological assessment and analysis of bilingual preschoolers' Spanish and English word productions. American Journal of Speech-Language Pathology, May 2014, vol. 23:no. 2:pp 176-185
Purpose: The major purpose of this study was to examine Spanish and English phonological productions (patterns/deviations) of typically developing bilingual preschool children. Phonological scores were compared in order to determine if significant differences exist between (a) boys and girls, (b) 4-and 5-year-olds, and/or (c) their productions of Spanish and English words. Method: Fifty-six bilingual 4-and 5-year-old children (27 boys and 29 girls) who attended Head Start programs named stimulus items for Spanish and English phonological assessment instruments that were similar in procedures and analyses. Results: Multivariate analyses indicated no significant differences for phonological scores between boys and girls or between the 2 languages. Differences between the 4-and 5-year-olds, however, were significant, with the 5-year-olds performing better than the 4-year-olds. Liquid deviations and omissions of consonants in clusters/sequences were the most frequently occurring phonological deviations. Conclusions: Phonological score differences between typically developing bilingual Spanish-English-speaking preschool boys and girls from similar backgrounds are not likely to be significant. Better phonological scores, however, can be expected for 5-year-olds than for 4-year-olds. Moreover, phonological deviation percentage scores of typically developing bilingual children for comparable Spanish and English assessment instruments are likely to be similar.
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