Phonological assessment and analysis of bilingual preschoolers' Spanish and English word productions.
Phonological assessment and analysis of bilingual preschoolers' Spanish and English word productions.
复制标题
双语学龄前儿童西班牙语和英语单词产生的语音评估和分析。
DOI：
10.1044/2013_ajslp-12-0132
复制
发表时间：
2014
影响因子：
2.6
通讯作者：
M. Schommer
中科院分区：
文献类型：
--
作者：
R. F. Prezas;B. Hodson;M. Schommer
目的
本研究的主要目的是检查西班牙语和英语语音产品（模式/偏差）的典型发展双语学龄前儿童。语音分数进行了比较，以确定是否存在显着差异（a）男孩和女孩，（B）4岁和5岁的孩子，和/或（c）他们的西班牙语和英语单词的生产。
方法
五十六双语4和5岁的儿童（27名男孩和29名女孩）谁参加了先声夺人计划命名为刺激项目的西班牙语和英语语音评估工具，类似的程序和分析。
结果
多元分析表明，男孩和女孩之间或两种语言之间的语音成绩没有显着差异。然而，4岁和5岁的孩子之间的差异是显著的，5岁的孩子比4岁的孩子表现得更好。辅音串/序列中的流动偏差和遗漏是最常见的语音偏差。
结论
语音分数之间的差异通常发展双语西班牙语-英语为母语的学龄前男孩和女孩从类似的背景是不太可能是显着的。然而，5岁儿童的语音成绩要比4岁儿童好。此外，语音偏差的百分比分数的典型发展中国家的双语儿童可比西班牙语和英语的评估工具很可能是相似的。
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.