The Effect of Dialect on Phonological Analysis

2001 ◽  
Vol 10 (4) ◽  
pp. 394-406 ◽  
Author(s):  
Brian A. Goldstein ◽  
Aquiles Iglesias
Keyword(s):  
Puerto Rican ◽  
Spanish Speakers ◽  
Typically Developing ◽  
Phonological Processes ◽  
Old Spanish ◽  
Correct Number ◽  
Phonological Disorders ◽  
Spanish Speaking ◽  
Made In

This study examines the effect of dialect on phonological analyses in Spanish-speaking children. Phonological analyses were completed for fifty-four 3- and 4-year-old typically developing Spanish speakers and fifty-four 3-and 4-year-old Spanish speakers with phonological disorders. Analyses were made in reference to both the General Spanish dialect and the Puerto Rican dialect of Spanish to demonstrate the effect of dialect on the results. The results indicated that the number of consonant errors, percentage of consonants correct, number of errors within individual sound classes, and percentage of occurrence for phonological processes all differed based on the accounting of dialect features.

Phonological Patterns in Normally Developing Spanish-Speaking 3- and 4-Year-Olds of Puerto Rican Descent

1996 ◽  
Vol 27 (1) ◽  
pp. 82-90 ◽  
Author(s):  
Brian A. Goldstein ◽  
Aquiles Iglesias
Keyword(s):  
Puerto Rican ◽  
Spanish Speakers ◽  
Qualitative Description ◽  
Phonological Processes ◽  
Old Spanish ◽  
Spanish Speaking ◽  
Made In

This study presents a quantitative and qualitative description of the phonological patterns in Spanish-speaking preschoolers of Puerto Rican descent. Phonological processes and nontargeted process errors were analyzed for 24 3-year-old and 30 4-year-old Spanish speakers. Analyses were made in reference to the Puerto Rican dialects of Spanish, yielding a number of patterns that characterize the phonological patterns in these children.

Evaluation of Syntax in Three-Year-Old Spanish-Speaking Puerto Rican Children

1977 ◽  
Vol 20 (2) ◽  
pp. 350-357 ◽  
Author(s):  
Nicolas Linares-Orama ◽  
Lois Joan Sanders
Keyword(s):  
Puerto Rican ◽  
Spanish Speakers ◽  
Old Spanish ◽  
Spanish Speaking ◽  
Primary Investigator ◽  
Two Measures ◽  
Linguistic Proficiency ◽  
Mean Length Of Utterance ◽  
Age Range ◽  
Status Differences

The performance of 30 normal and 30 language-deviant three-year-old Spanish-speaking Puerto Rican children was compared on two measures of linguistic proficiency. They are mean length of utterance, following a scoring procedure adapted for Spanish speakers by the primary investigator, and Lee’s Developmental Sentence Scoring procedure adapted for Spanish by Toronto. Results indicated that both methods of language assessment were sensitive to age and language status differences within the three-year age range. Accordingly, they can be usefully employed in research investigations to equate subjects on a linguistic basis, and in the clinical evaluation of small differences in the language maturity of preschool Spanish-speaking Puerto Rican children.

Second-generation NYC bilinguals’ use of the Spanish subjunctive in obligatory contexts

2016 ◽  
Vol 13 (3) ◽  
pp. 343-370 ◽  
Author(s):  
Kevin Martillo Viner
Keyword(s):  
Puerto Rican ◽  
First Generation ◽  
Second Generation ◽  
Reference Model ◽  
Spanish Speakers ◽  
Qualitative Investigation ◽  
Spanish Speaking ◽  
Spanish Subjunctive ◽  
Generational Groups

This paper analyzes naturalistic data from second-generation NYC bilinguals on their obligatory subjunctive use. First-generation NYC Spanish speakers serve as the reference model for the nine obligatory semantic & syntactic contexts. A total of 52 consultants are considered, 26 for each generation, from the six primary Spanish-speaking groups in NYC: Puerto Rican, Dominican, Cuban, Mexican, Ecuadorian, and Colombian. The objective is to determine, through quantitative and qualitative investigation, whether the second-generation’s obligatory subjunctive use has changed, and if so, to establish exactly where and how it differs from the first-generation, thus contributing to the variationist-sociolinguistic knowledge of Spanish grammar in bilingual settings. Statistically significant external and internal findings show that the two generational groups do in fact use the obligatory subjunctive differently. Close examination, however, suggests that second-generation bilinguals generally command obligatory subjunctive use, but do exhibit signs of a variable mood grammar.

An Initial Investigation of Phonological Patterns in Typically Developing 4-Year-Old Spanish-English Bilingual Children

2001 ◽  
Vol 32 (3) ◽  
pp. 153-164 ◽  
Author(s):  
Brian Goldstein ◽  
Patricia Swasey Washington
Keyword(s):  
Collaborative Study ◽  
Bilingual Children ◽  
Typically Developing ◽  
Single Word ◽  
Phonological Processes ◽  
Old Spanish ◽  
Place Of Articulation ◽  
English Bilingual ◽  
Different Types ◽  
Manner Of Articulation

Purpose: This collaborative study investigated phonological patterns in 12 typically developing 4-year-old bilingual (Spanish-English) children. Method: A single-word phonological assessment with separate versions for English and Spanish was administered to each child. Analyses consisted of a phonetic inventory; percentage of consonants correct; percentage of consonants correct for voicing, place of articulation, and manner of articulation; and the percentage of occurrence for phonological processes. Results: The results indicated that there were no significant differences between the two languages on percentage of consonants correct; percentage of consonants correct for voicing, place of articulation, and manner of articulation; or percentage of occurrence for phonological processes. However, the children exhibited different patterns of production across the two languages and showed different patterns compared to monolingual children of either language. Clinical Implications: The preliminary findings suggest that the phonological system of bilingual (Spanish-English) children is both similar to and different from that of monolingual speakers of either language. Compared to monolingual speakers, bilingual children should be expected to exhibit different types of errors and different substitution patterns for target sounds.

Structural priming in Spanish as evidence of implicit learning

2015 ◽  
Vol 43 (1) ◽  
pp. 207-233 ◽  
Author(s):  
PERLA B. GÁMEZ ◽  
PRIYA M. SHIMPI
Keyword(s):  
Language Learning ◽  
Implicit Learning ◽  
Spanish Speakers ◽  
Structural Priming ◽  
Input Frequency ◽  
Learning Mechanism ◽  
Old Spanish ◽  
Syntactic Form ◽  
Spanish Speaking ◽  
Priming Technique

ABSTRACTThis study uses a structural priming technique with young Spanish speakers to test whether exposure to a rare syntactic form in Spanish (fue-passive) would increase the production and comprehension of that form. In Study 1, 14 six-year-old Spanish speakers described pictures of transitive scenes. This baseline study revealed that fue-passives were virtually non-existent in children's spontaneous speech. Using the priming technique in Study 2, an additional 56 Spanish-speaking children were exposed to fue-passive or active picture descriptions; we varied whether children repeated the modeled form. With repetition, production of fue-passives increased past baseline usage. When not asked to repeat, comprehension and production of fue-passives was no different than chance. Results extend the existing literature by experimentally testing input effects on the production and comprehension of infrequently used constructions, further corroborating the relation between input frequency and language skill. Findings are consistent with the view that an implicit learning mechanism guides language learning.

scholarly journals Descriptive analysis of the development of the Arabic speech sounds among typically developing colloquial Egyptian Arabic-speaking children

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Dina Ahmed Elrefaie ◽  
Mona Abd El-Fattah Hegazi ◽  
Marwa Mohammed El-Mahallawi ◽  
Mona Sameeh Khodeir
Keyword(s):  
Descriptive Analysis ◽  
Speech Sounds ◽  
Typically Developing ◽  
Phonological Processes ◽  
Phonological Disorders ◽  
Egyptian Arabic ◽  
Target Phoneme ◽  
Egyptian Children ◽  
Arabic Speaking ◽  
Naming Test

Abstract Background Literature only mentioned a few kinds of research that did study the development of the speech sounds of the Colloquial Egyptian Arabic dialect. Moreover, these studies focused on describing the phonological processes that children undergo in early childhood rather than describing the exact time of acquisition of these sounds. Besides, no study involved a statistically enough sample size of children across the different age ranges. Thus, this study aimed to explore the development of the Arabic phonemes among 360 typically developing Egyptian children who speak the CEA dialect, between the ages of 1.6 years and ≤ 7.4 years. Results The results of a 93-picture-naming test of children were analyzed. A phoneme is considered acquired when 90% of the children could properly utter the target phoneme in all word positions and mastered when 100% of children could correctly pronounce the target phoneme in all word positions. The results revealed that by the age of 1.6–2.0 years, the 6 long vowels of the CEA dialect, besides the /h/,/ʔ/, /b/, /w/, /j/, /m/, and /n/ were mastered. /t/ and /d/ sounds were mastered by the age of 2.6 years followed by /l/ sound by the age of 3.0 years. Then, /ħ/, /ʕ/ sounds were mastered followed by /k/, and /g/ at the age of 3.0 and 3.6 years, respectively. At the age of 5.0 years, /f/ sound was mastered, then /x / and /ʃ/ sounds were mastered by the age of 4.6 years, followed by /s/, /sˁ/, /tˁ/, /dˁ/. By the age of 5.6 and 6.0 years, /ɣ/, /r/, and /z/ were mastered. The /q/, /θ/, /ð/, and /ðˁ/ sounds were mastered by the age of 6.0–6.6 years. This study revealed that fricative sounds developed before the stop sounds and front stops before the back stops, and emphatic Arabic sounds were the last to develop at the school age (> 5 years). Conclusions This study presented a chart of the development of the Arabic phonemes of the CEA to be used as a guide to decide upon the correct trimming to start articulatory therapy for children with articulation and/or phonological disorders.

scholarly journals Tongue contour for /s/ and /?/ in children with speech sound disorder

CoDAS ◽  
2014 ◽  
Vol 26 (3) ◽  
pp. 248-251 ◽  
Author(s):  
Haydée Fiszbein Wertzner ◽  
Danira Tavares Francisco ◽  
Luciana de Oliveira Pagan-Neves
Keyword(s):  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Typically Developing Children ◽  
Phonological Process ◽  
Phonological Processes ◽  
Speech Language Pathologist ◽  
Group 3 ◽  
Group 2 ◽  
Group 1

PURPOSE: To describe the tongue shape for /s/ and /∫/ sounds in three different groups of children with and without speech sound disorder. METHODS: The six participants were divided into three groups: Group 1 - two typically developing children, Group 2 - two children with speech sound disorder presenting any other phonological processes but not the ones involving the production of the /∫/ and Group 3 - two children with speech sound disorder presenting any phonological processes associated to the presence of the phonological process of palatal fronting (these two children produced /∫/ as /s/) aged between 5 and 8 years old, all speakers of Brazilian Portuguese. The data were the words /'∫avi/ (key) and /'sapu/ (frog). Tongue contour was individually traced for the five productions of each target word. RESULTS: The analysis of the tongue contour pointed to evidences that both /s/ and /∫/ were produced using distinct tongue contours for G1 and G2. The production of these two groups was more stable than G3. The tongue contour for /s/ and /∫/ from the children in G3 was similar, indicating that their production was undifferentiated. CONCLUSION: The use of the ultrasound applied to the speech analysis was effective to confirm the perceptual analysis of the sound made by the speech-language pathologist.

Classroom Instruction for Young Spanish Speakers

1974 ◽  
Vol 41 (1) ◽  
pp. 16-19
Author(s):  
Joyce Evans ◽  
A. E. Guevara
Keyword(s):  
Mexican American ◽  
English Language ◽  
Cultural Background ◽  
Spanish Speakers ◽  
Instructional Materials ◽  
Bilingual Instruction ◽  
Spanish Speaking ◽  
Spanish Speaker ◽  
American Children ◽  
Certified Teacher

Bilingual instruction for the education of Mexican American children, particularly instruction in Spanish, is a problem in many parts of the country. Instructional materials developed specifically for the Spanish speaking child are not always available and a literal translation of English language materials into Spanish may be inadequate and/or inaccurate. Programs designed for the Spanish speaker and taught by a certified teacher who is bilingual are preferable. When this is not immediately possible, temporary solutions or arrangements can be implemented within schools and/or preschool centers in order to build upon the child's native language and cultural background.

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