Initial consonant deletion in bilingual Spanish–English-speaking children with speech sound disorders

Leah Fabiano-Smith, Suzanne Lea Cuzner

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

The purpose of this study was to utilize a theoretical model of bilingual speech sound production as a framework for analyzing the speech of bilingual children with speech sound disorders. In order to distinguish speech difference from speech disorder, we examined between-language interaction on initial consonant deletion, an error pattern found cross-linguistically in the speech of children with speech sound disorders. Thirteen monolingual English-speaking and bilingual Spanish-and English-speaking preschoolers with speech sound disorders were audio-recorded during a single word picture-naming task and their recordings were phonetically transcribed. Initial consonant deletion errors were examined both quantitatively and qualitatively. An analysis of cross-linguistic effects and an analysis of phonemic complexity were performed. Monolingual English-speaking children exhibited initial consonant deletion at a significantly lower rate than bilingual children in their Spanish productions; however, no other quantitative differences were found across groups or languages. Qualitative differences yielded between-language interaction in the error patterns of bilingual children. Phonemic complexity appeared to play a role in initial consonant deletion. Evidence from the speech of bilingual children with speech sound disorders supports analysing bilingual speech using a cross-linguistic framework. Both theoretical and clinical implications are discussed.

Original languageEnglish (US)
Pages (from-to)392-410
Number of pages19
JournalClinical Linguistics and Phonetics
Volume32
Issue number4
DOIs
StatePublished - Apr 3 2018

Keywords

  • Bilingualism
  • Spanish
  • disorder
  • phonology

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

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