Phonological Patterns in Normally Developing Spanish-Speaking 3- and 4-Year-Olds of Puerto Rican Descent This study presents a quantitative and qualitative description of the phonological patterns in Spanish-speaking preschoolers of Puerto Rican descent. Phonological processes and nontargeted process errors were analyzed for 24 3-year-old and 30 4-year-old Spanish speakers. Analyses were made in reference to the Puerto Rican dialects of Spanish, yielding a number ... Research Article
Research Article  |   January 01, 1996
Phonological Patterns in Normally Developing Spanish-Speaking 3- and 4-Year-Olds of Puerto Rican Descent
 
Author Affiliations & Notes
  • Brian A. Goldstein, PhD
    Saint Louis University, Department of Communication Disorders, 3733 West Pine Boulevard, St. Louis, MO 63108
  • Aquiles Iglesias
    Temple University, Philadelphia, PA
  • Corresponding author: e-mail: goldstba@sluvca.slu.edu
Article Information
Cultural & Linguistic Diversity / Speech, Voice & Prosody / Research Articles
Research Article   |   January 01, 1996
Phonological Patterns in Normally Developing Spanish-Speaking 3- and 4-Year-Olds of Puerto Rican Descent
Language, Speech, and Hearing Services in Schools, January 1996, Vol. 27, 82-90. doi:10.1044/0161-1461.2701.82
History: Received January 20, 1995 , Accepted April 19, 1995
 
Language, Speech, and Hearing Services in Schools, January 1996, Vol. 27, 82-90. doi:10.1044/0161-1461.2701.82
History: Received January 20, 1995; Accepted April 19, 1995

This study presents a quantitative and qualitative description of the phonological patterns in Spanish-speaking preschoolers of Puerto Rican descent. Phonological processes and nontargeted process errors were analyzed for 24 3-year-old and 30 4-year-old Spanish speakers. Analyses were made in reference to the Puerto Rican dialects of Spanish, yielding a number of patterns that characterize the phonological patterns in these children.

ACKNOWLEDGMENTS
This study was part of the first author’s MA thesis, supervised by the second author. Special thanks to the staff, parents, and children of the Rainbow Community Head Start for their participation in this study, and to Ken Bleile for his helpful comments. Also thanks to Vera Gutierrez-Clellan, Marlene Salas-Provance, and Fran Tucker for reviewing an earlier draft of this paper. We also wish to thank Wayne Secord, Nancy Creaghead, and two anonymous reviewers for their insight and guidance. Portions of this study were presented at the Convention of the American Speech-Language-Hearing Association in Boston, MA in November, 1988.
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