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

描述（由申请人提供）：目前，由于缺乏对典型和非典型双语语音发展的了解，对双语儿童语音障碍的评估是不够的。因此，双语儿童经常被过度识别和低估的语音障碍。为了解决规范数据的需要，拟议中的研究探讨了典型的双语语音发展在西班牙语-英语3岁的奥尔兹。从120个典型的发展中国家的儿童，每个30个从四个语言组的单字样本，将进行比较。由家长和教师调查确定的语言群体是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）同时（SM）和4）顺序（SQ）西班牙语-英语双语者。SM来自西班牙语-英语，SQ来自西班牙家庭环境。数据将在孩子们的头开始一年的开始（3;3-3;9）和结束（3;9-4;3）收集。将比较EN、SP和SQ之间的英语语音制作，以及SP、SM和SQ之间的西班牙语语音制作。语音样本的语音转录分析将包括语音和音位库存，音素准确性和语音错误模式，按语言组进行比较。PI将对秋季和春季样本进行横截面比较，并在秋季至春季组内随时间变化。英语样本的一个子集将进行声学分析，比较元音F1，F2-F1，以及在（C）CVC单词形状中产生的前时态/松弛元音对的持续时间差异。据推测，双语儿童将有类似的语音库存，但会在他们的讲话相比，SP在西班牙语和英语EN更大的错误。双语儿童在元音声学测量方面也会有更大的变化。在双语者之间，SQ在英语中犯的错误比SM多，但在西班牙语中比SM少，因为他们最近接触英语。在秋季，SQ在西班牙语中预计比SM更准确，尽管从秋季到春季，由于英语的引入，SQ在西班牙语中的元音准确性预计会下降。根据结果，PI将初步了解发音和语音对双语语音发展的贡献，为其他语言环境和双语障碍中的语音发展研究提供基线。

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.