Early-, Middle-, and Late-Developing Sounds in Monolingual and Bilingual Children: An Exploratory Investigation
Early-, Middle-, and Late-Developing Sounds in Monolingual and Bilingual Children: An Exploratory Investigation
复制标题
DOI：
10.1044/1058-0360(2009/08-0036
复制
发表时间：
2010-02-01
影响因子：
2.6
通讯作者：
Goldstein, Brian A.
中科院分区：
文献类型：
--
作者：
Fabiano-Smith, Leah;Goldstein, Brian A.
目的：检验西班牙语-英语双语儿童和他们的单语同龄人的早、中、晚发音的准确性。方法：24名3-4岁的典型发育期儿童包括8名西班牙语-英语双语儿童、8名单语西班牙语儿童和8名英语单语儿童。结果：本研究结果支持Shriberg(1993)对英语儿童的研究结果，并为单语儿童和双语儿童提供了可能的EML类别。结论：这些探索性发现表明，需要对EML类别进行纵向考察，以观察单语和双语儿童发展的相似性和差异性。
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.