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Early-, Middle-, and Late-Developing Sounds in Monolingual and Bilingual Children: An Exploratory Investigation

Brian A. Goldstein
Temple University

Correspondence concerning this article should be addressed to Leah Fabiano-Smith, State University of New York at New Paltz, Department of Communication Disorders, 1 Hawk Drive, New Paltz, NY 12561-2440, e-mail: fabianol{at}newpaltz.edu.

Purpose: The purpose of this study is 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, ages 3;0 to 4;0, were included in this study: eight bilingual Spanish-English speaking children, eight monolingual Spanish speakers, and eight monolingual English speakers. Single word speech samples were obtained to examine (1) differences on the accuracy of EML sounds between Spanish-English bilingual children and monolingual Spanish and monolingual English children and (2) 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.

Implications: 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.

Key Words: phonology, development, bilingual, Spanish

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