2010/02/01 by Leah Fabiano-Smith, Leah Fabiano‐Smith, Brian A. Goldstein
Neuroscience · Psychology · #Hearing Loss and Rehabilitation #Language Development and Disorders #Phonetics and Phonology Research
paper · doi:10.1044/1058-0360(2009/08-0036)
openalex publication_date 2010/02/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
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.