Typical speech sound development in 3 to 4-year old Spanish-English bilinguals

3 至 4 岁西班牙语-英语双语者的典型语音发展

• 批准号: 7250888
• 负责人: CHRISTINA E GILDERSLEEVE-NEUMANN
• 金额: $ 6.89万
• 依托单位: PORTLAND STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-06-22 至 2009-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7250888
• 关键词: 3 year old; 4 year old; Acoustics; Address; Affect; Age; Benchmarking; Censuses; Child; Childhood; Clinical; Communication impairment; Communities; Data; Development; Disease; Disease model; Early identification; Economics; Effectiveness; Environment; Equipment and supply inventories; Ethnic group; Excision; Exhibits; General Population; Genetic Transcription; Growth; Head Start Program; Hispanics; Home environment; Household; Individual; Intervention; Knowledge; Language; Language Development; Language Therapy; Learning; Life; Linguistics; Low income; Measures; Methods; Modeling; Nature; Neurologic; Numbers; Nursery Schools; Only Child; Parents; Pathologist; Pattern; Phonetics; Physiological; Population; Poverty; Prevalence; Production; Property; Rate; Relative (related person); Research; Resources; Sampling; School-Age Population; Schools; Services; Shapes; Speech; Speech Development; Speech Disorders; Speech Sound; Surveys; System; Time; base; falls; literacy; motor control; phonology; skills; social; sound; teacher; treatment effect

DESCRIPTION (provided by applicant): Currently, assessment of speech sound disorders in bilingual children is inadequate because of lack of knowledge on typical and atypical bilingual speech development. As a result, bilingual children are often over- and under-identified for speech sound disorders. To address the need for normative data, the proposed study explores typical bilingual speech development in Spanish-English 3-year olds. Single word samples from 120 typically-developing children, 30 each from four language groups, will be compared. Language groups, determined by parent and teacher surveys, are 1) monolingual English (EN, from English- speaking homes in English-speaking classrooms), 2) monolingual Spanish (SP, from Spanish-speaking homes in Spanish-speaking classrooms), 3) simultaneous (SM), and 4) sequential (SQ) Spanish-English bilinguals. SM are from Spanish-English and SQ are from Spanish home environments. Data will be collected at the beginning (3;3-3;9) and end (3;9-4;3) of the children's Head Start year. Speech productions will be compared in English between EN, SP, and SQ, and in Spanish between SP, SM, and SQ. Analyses of phonetic transcription of speech samples will include phonetic & phonotactic inventory, phoneme accuracy, and phonological error patterns, compared by language groups. The PI will compare fall and spring samples cross-sectionally, and change over time within groups from fall to spring. A subset of the English samples will be analyzed acoustically, comparing vowel F1, F2-F1, and duration differences in front tense/lax vowel pairs produced in (C)CVC word shapes. It is hypothesized that bilingual children will have similar phonetic inventories but will make greater errors in their speech compared to SP in Spanish and EN in English. Bilingual children are also expected to have greater variability in vowel acoustic measures. Between bilinguals, SQ are predicted to make more errors than SM in English but fewer than SM in Spanish, because of their more recent English exposure. SQ are predicted to be more accurate than SM in Spanish in the fall, although SQ are expected to decrease in Spanish vowel accuracy from fall to spring, due to introduction of English to their developing phonology. From results, the PI will develop a preliminary understanding of articulatory and phonological contributions to bilingual speech development, provide a baseline for research on speech development in other language environments and in bilingual disorders.

描述(申请人提供)：目前，由于缺乏典型和非典型双语言语发展的知识，对双语儿童言语发音障碍的评估不够充分。因此，双语儿童经常被过度或低估地识别为语音障碍。为了解决对标准化数据的需求，这项拟议的研究探索了西班牙语-英语3岁儿童的典型双语言语发展。来自120个典型发育儿童的单字样本将被比较，每个儿童来自四个语言组，每个30个。由家长和教师调查确定的语言组是：1)单语英语(EN，来自英语教室中的英语家庭)，2)单语西班牙语(SP，来自西班牙语教室中的西班牙语家庭)，3)同步(SM)，和4)顺序(SQ)西英双语者。SM来自西班牙语-英语和SQ来自西班牙本土环境。数据将在儿童学前年的开始(3；3-3；9)和结束(3；9-4；3)收集。演讲作品将用英语比较EN、SP和SQ，用西班牙语比较SP、SM和SQ。语音样本的语音转录分析将包括语音和音向性清单、音素准确性和语音错误模式，按语言组进行比较。PI将对秋季和春季的样本进行横截面比较，并在秋季到春季的不同组内随时间变化。一部分英语样本将进行声学分析，比较(C)CVC词形产生的前紧/松元音对中元音F1、F2-F1和持续时间的差异。根据假设，双语儿童会有类似的语音记录，但与西班牙语的SP和英语的EN相比，他们的语音错误会更大。双语儿童在元音声学测量上也会有更大的变异性。在双语者中，SQ在英语中犯的错误比SM多，但在西班牙语中比SM少，这是因为他们最近接触了英语。在秋季，SQ在西班牙语中的发音准确率预计会比SM更准确，尽管由于英语的引入，SQ在秋季到春季的西班牙语元音准确率预计会下降。根据研究结果，PI将初步了解发音和语音对双语言语发展的贡献，为其他语言环境和双语障碍中的言语发展研究提供基线。