PURPOSE: To examine the accuracy of early-, middle-, and late-developing (EML) sounds in Spanish-English bilingual children and their monolingual peers. METHOD: Twenty-four typically developing children, age 3-4 years, were included in this study: 8 bilingual Spanish-English-speaking children, 8 monolingual Spanish speakers, and 8 monolingual English speakers. Single-word speech samples were obtained to examine (a) differences on the accuracy of EML sounds between Spanish-English bilingual children and monolingual Spanish and monolingual English children and (b) the developmental trend on the accuracy of EML sounds within languages for Spanish-English bilingual children and monolingual Spanish and monolingual English children. RESULTS: Findings support those of Shriberg (1993) for English-speaking children and suggest possible EML categories for monolingual Spanish-speaking children and bilingual Spanish-English-speaking children. CONCLUSIONS: These exploratory findings indicate the need for longitudinal examination of EML categories with a larger cohort of children to observe similarities and differences between monolingual and bilingual development.
PURPOSE: To examine the accuracy of early-, middle-, and late-developing (EML) sounds in Spanish-English bilingual children and their monolingual peers. METHOD: Twenty-four typically developing children, age 3-4 years, were included in this study: 8 bilingual Spanish-English-speaking children, 8 monolingual Spanish speakers, and 8 monolingual English speakers. Single-word speech samples were obtained to examine (a) differences on the accuracy of EML sounds between Spanish-English bilingual children and monolingual Spanish and monolingual English children and (b) the developmental trend on the accuracy of EML sounds within languages for Spanish-English bilingual children and monolingual Spanish and monolingual English children. RESULTS: Findings support those of Shriberg (1993) for English-speaking children and suggest possible EML categories for monolingual Spanish-speaking children and bilingual Spanish-English-speaking children. CONCLUSIONS: These exploratory findings indicate the need for longitudinal examination of EML categories with a larger cohort of children to observe similarities and differences between monolingual and bilingual development.
Authors: Carol Scheffner Hammer; Erika Hoff; Yuuko Uchikoshi; Cristina Gillanders; Dina Castro; Lia E Sandilos Journal: Early Child Res Q Date: 2014 4th Quarter
Authors: Ferenc Bunta; C Elizabeth Goodin-Mayeda; Amanda Procter; Arturo Hernandez Journal: J Speech Lang Hear Res Date: 2016-08-01 Impact factor: 2.297
Authors: Bethany Keffala; Shelley Scarpino; Carol Scheffner Hammer; Barbara Rodriguez; Lisa Lopez; Brian Goldstein Journal: Am J Speech Lang Pathol Date: 2020-08-04 Impact factor: 2.408