Phonological development of two-year-old monolingual Puerto Rican Spanish-speaking children

Anderson, Raquel T.; Smith, Bruce L.

doi:10.1017/s0305000900012733

Cited by 56 publications

(58 citation statements)

References 11 publications

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“…The tap and trill generally were substituted with [l] (though omissions also occurred), which is a common error pattern among children learning Romance languages (Stoel, 1973;de Zuluaga, 1979;Macken, 1979;Eblen, 1980;Ingram, 1981;Amastae, 1982;Eblen, 1982;Anderson, & Smith, 1987;Jiménez, 1987;Yavaş, & Lamprecht, 1988;Bortolini, & Leonard, 1990;Goldstein, & Iglesias, 1996a, b;. Refer to (5) and (6) for examples from the ASP illustrating these production patterns on the tap and trill, respectively.…”

Section: Participant and Methodsmentioning

confidence: 99%

Phonological change and the representation of consonant clusters in Spanish: A case study

Barlow

2005

Clinical Linguistics & Phonetics

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This single-subject case study evaluates effects of treatment of a complex onset on the sound system of a monolingual Spanish-speaking child (female, aged 3;9) with phonological delay. Pre-treatment, the child excluded all consonant+liquid clusters, as well as tap /[symbol: see text]/ and trill /r/. Immediately following training on /f[symbol: see text]-/ in non-words, the child generalized across consonant+liquid clusters and the tap singleton. These improvements continued to 2 months post-treatment follow-up, with the ultimate addition of the trill at that point in time. Consonant+glide sequences, whose structural status as complex onsets is debated in the Spanish phonology literature, patterned differently from consonant+liquid sequences. Specific findings are viewed in light of linguistic markedness, syllable structure, sonority sequencing, and the representation of consonant clusters.

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Section: Participant and Methodsmentioning

confidence: 99%

Phonological change and the representation of consonant clusters in Spanish: A case study

Barlow

2005

Clinical Linguistics & Phonetics

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“…Age-appropriate assessment tools were used to ensure normal speech (with the exception of stuttering) and language skills for Puerto Rican preschoolers. Following the accepted and preferred practice of licensed speech-language pathologists in Puerto Rico, the participants' speech sound production in a single-word picture-naming task and connected speech was screened using local norms for speech sound and phonological development (Anderson & Smith, 1987;Gonzalez, 1981;Navarro-Tomás, 1966;Stepanof, 1990;Vivaldi, 1990). Language skills were screened using the Spanish Editions of the Preschool Language Scale, Third Edition (Zimmerman, Steiner, & Pond, 1993) and Fourth Edition (Zimmerman, Steiner, & Pond, 2002), as well as the Screening Test of Spanish Grammar (Toronto, 1973).…”

Section: Participantsmentioning

confidence: 99%

Effects of Length, Complexity, and Grammatical Correctness on Stuttering in Spanish-Speaking Preschool Children

Watson

Byrd

Carlo

2011

Am J Speech Lang Pathol

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Purpose: To explore the effects of utterance length, syntactic complexity, and grammatical correctness on stuttering in the spontaneous speech of young, monolingual Spanishspeaking children. Method: Spontaneous speech samples of 11 monolingual Spanish-speaking children who stuttered, ages 35 to 70 months, were examined. Mean number of syllables, total number of clauses, utterance complexity (i.e., containing no clauses, simple clauses, or subordinate and /or conjoined clauses), and grammatical correctness (i.e., the presence or absence of morphological and syntactical errors) in stuttered and fluent utterances were compared. Results: Findings revealed that stuttered utterances in Spanish tended to be longer and more often grammatically incorrect, and contain more clauses, including more subordinate and /or conjoined clauses. However, when controlling for the interrelatedness of syllable number and clause number and complexity, only utterance length and grammatical incorrectness were significant predictors of stuttering in the spontaneous speech of these Spanish-speaking children. Use of complex utterances did not appear to contribute to the prediction of stuttering when controlling for utterance length. Conclusions:Results from the present study were consistent with many earlier reports of English-speaking children. Both length and grammatical factors appear to affect stuttering in Spanish-speaking children. Grammatical errors, however, served as the greatest predictor of stuttering.

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“…Children acquiring Spanish natively have the five-vowel system fully in place by two years of age, in the virtual absence of minimal pairs or other strong phonological cues (Anderson & Smith, 1987;Bernhardt & Stemberger, 1998, pp. 343-62;Fee, 1991;Goldstein & Cintrón, 2001;Goldstein & Pollock, 2000;Gonzalez, 1981;Gonzalez, 1983;Gulinello, 2010;Macken, 1979;Maez, 1985).…”

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confidence: 99%

Colliding vowel systems in Andean Spanish

Lipski

2015

LAB

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The acquisition of the Spanish 5-vowel system by speakers of the 3-vowel language Quechua (/ɪ/-/a/-/ʊ/) seldom results in accurate approximation to Spanish vowel spaces when learning takes place informally in post-adolescence. The present study offers data from a minimal immersion environment in northern Ecuador. In a context in which few cues point to the existence of mid-high vocalic oppositions in Spanish (e.g. no literacy, no corrective feedback, almost no viable minimal pairs), these speakers reliably distinguish only three Spanish vowels in production. These Quechua-dominant bilinguals have amorphous front and back vowel spaces considerably broader than those defining Quechua /ɪ/ and /ʊ/, but with no bimodal clustering. Left relatively unfettered, the hybrid system may contribute to an understanding of the relationship between vowel inventory and vowel space topology.

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Phonological development of two-year-old monolingual Puerto Rican Spanish-speaking children

Cited by 56 publications

References 11 publications

Phonological change and the representation of consonant clusters in Spanish: A case study

Phonological change and the representation of consonant clusters in Spanish: A case study

Effects of Length, Complexity, and Grammatical Correctness on Stuttering in Spanish-Speaking Preschool Children

Colliding vowel systems in Andean Spanish

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