American Journal of Speech-Language Pathology Vol.19 66-77 February 2010. doi:10.1044/1058-0360(2009/08-0036)
© American Speech-Language-Hearing Association
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Research

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

Leah Fabiano-Smith
State University of New York at New Paltz

Brian A. Goldstein
Temple University, Philadelphia

Contact author: 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: 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.

Key Words: phonology, development, bilingual, Spanish


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