alexa Phonological assessment and analysis of bilingual preschoolers' Spanish and English word productions.

Journal of Phonetics & Audiology

Author(s): Prezas RF, Hodson BW, SchommerAikins M

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Abstract 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. This article was published in Am J Speech Lang Pathol and referenced in Journal of Phonetics & Audiology

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