ERIC Number: ED212156
Record Type: Non-Journal
Publication Date: 1981
Reference Count: N/A
Articulation Skills in Spanish-Speaking Children.
Linares, Thomas A.
The purpose of the research was to develop an articulation test for Spanish-speakers and to field-test the instrument in both a monolingual Spanish-speaking environment and a bilingual Spanish/English environment. Such a test is needed because there has been little available to enable the diagnostician, whose clientele includes Spanish-speakers, to determine if speech production is normal, deviant, or due to the interaction of two languages. The test consists of 40 black and white drawings testing 23 different consonant phonemes in respective word positions. To obtain normative data from a monolingual Spanish-speaking environment, 97 children aged three to six years, from four schools in Mexico, were tested. A second study was undertaken with 148 Spanish-speaking children in southern New Mexico. This study was conducted by speech pathologists in the school district; the children tested were classified as either monolingual Spanish speakers or bilingual Spanish-dominant speakers. Results of this study were similar to the findings of the Mexico study. One indication from the test data is that the children in the Mexico study tended to master phonemes at an earlier age than monolingual English-speaking children or Spanish-speaking children in the United States. (AMH)
Descriptors: Articulation (Speech), Bilingual Education, Comparative Analysis, Cultural Context, Elementary Education, Foreign Countries, Language Research, Phonemes, Social Influences, Spanish Speaking, Speech Evaluation, Speech Tests, Test Construction, Verbal Development
Not available separately. See FL 012 738.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Eastern Michigan Univ., Ypsilanti.
Identifiers - Location: Mexico; United States