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dc.contributor.authorPrezas, Raúl Francisco
dc.contributor.authorHodson, Barbara Williams, 1937-
dc.contributor.authorSchommer-Aikins, Marlene
dc.date.accessioned2015-01-05T21:38:47Z
dc.date.available2015-01-05T21:38:47Z
dc.date.issued2014-05
dc.identifier.citationPrezas, 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 176-185en_US
dc.identifier.issn1058-0360
dc.identifier.otherWOS:000345682200007
dc.identifier.urihttp://dx.doi.org/10.1044/2013_AJSLP-12-0132
dc.identifier.urihttp://hdl.handle.net/10057/11031
dc.descriptionClick on the DOI link to access the article (may not be free).en_US
dc.description.abstractPurpose: 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.en_US
dc.language.isoen_USen_US
dc.publisherAmerican Speech-Language-Hearing Associationen_US
dc.relation.ispartofseriesAmerican Journal of Speech-Language Pathology;v.23:no.2
dc.subjectBilingual preschoolersen_US
dc.subjectPhonological acquisitionen_US
dc.subjectPhonological analysisen_US
dc.subjectPhonological assessmenten_US
dc.subjectPhonological deviationsen_US
dc.subjectSpanishen_US
dc.titlePhonological assessment and analysis of bilingual preschoolers' Spanish and English word productionsen_US
dc.typeArticleen_US
dc.rights.holder© American Speech-Language-Hearing Association


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