Early-, middle-, and late-developing sounds in monolingual and bilingual children: an exploratory investigation.
OBJECTIVE
To examine the accuracy of early-, middle-, and late-developing (EML) sounds in Spanish-English bilingual children and their monolingual peers.


METHODS
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.
Fabiano-Smith
Leah
L
State University of New York at New Paltz, USA. fabianol@newpaltz.edu
Goldstein
Brian A
BA
D002663:Child Language; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D019303:Multilingualism; D010700:Phonetics; D013068:Speech Production Measurement