Phonological Production in Spanish-Speaking Preschoolers [electronic resource] / Brian A. Goldstein and Aquiles Iglesias.
Approximately 10 percent of Latino preschoolers are at risk for developing communication problems unrelated to second language acquisition. Many of these children are Spanish-speaking and have difficulties in producing speech sounds in their native language. One of the services afforded Latino presc...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1998.
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MARC
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| 100 | 1 | |a Goldstein, Brian A. | |
| 245 | 1 | 0 | |a Phonological Production in Spanish-Speaking Preschoolers |h [electronic resource] / |c Brian A. Goldstein and Aquiles Iglesias. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
| 300 | |a 13 p. | ||
| 500 | |a ERIC Document Number: ED424935. | ||
| 520 | |a Approximately 10 percent of Latino preschoolers are at risk for developing communication problems unrelated to second language acquisition. Many of these children are Spanish-speaking and have difficulties in producing speech sounds in their native language. One of the services afforded Latino preschoolers by speech-language pathologists is the assessment and treatment of phonological disorders. Providing these services is a challenge because many Latino children served are Spanish-speaking. The purpose of this paper is to provide normative data on phonological development and disorders in Spanish-speaking children and to briefly outline assessment and intervention techniques. Normative data are presented with regard to common and uncommon phonological patterns in Spanish-speaking preschool children. The paper then offers four principles to be followed when assessing the phonological skills of Spanish-speaking children: (1) use an assessment tool designed specifically to assess Spanish-speaking children; (2) take the child's dialect into account; (3) determine if the child's use of speech sounds is sufficiently different from normal development to warrant intervention; (4) determine treatment direction. The paper concludes with a discussion of treating phonological disorders in bilingual speakers. Contains 14 references. (EV) | ||
| 650 | 0 | 7 | |a Bilingual Students. |2 ericd. |
| 650 | 0 | 7 | |a Language Acquisition. |2 ericd. |
| 650 | 0 | 7 | |a Phonology. |2 ericd. |
| 650 | 1 | 7 | |a Preschool Children. |2 ericd. |
| 650 | 0 | 7 | |a Preschool Education. |2 ericd. |
| 650 | 1 | 7 | |a Spanish Speaking. |2 ericd. |
| 650 | 0 | 7 | |a Speech Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Speech Impairments. |2 ericd. |
| 650 | 1 | 7 | |a Speech Language Pathology. |2 ericd. |
| 650 | 0 | 7 | |a Speech Therapy. |2 ericd. |
| 700 | 1 | |a Iglesias, Aquiles. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED424935.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED424935 |h Other scheme |i web |n 1 |