268
Views
8
CrossRef citations to date
0
Altmetric
Research Article

A Spanish pilot investigation for a crosslinguistic study in protracted phonological development

, , , , , , , , & show all
Pages 255-272 | Received 16 Jan 2011, Accepted 25 Jul 2011, Published online: 03 Oct 2011

References

  • Acevedo, M. A. (1993). Development of Spanish consonants in pre-school children. Journal of Childhood Communication Disorders, 15, 9–15.
  • Alarcos Llorach, E. (1974). Fonología española. [Spanish phonology]. Madrid: Gredos.
  • Alarcos Llorach, E. (1991). Fonología española (según el método de la Escuela de Praga). [Spanish phonology (according to the Prague School methods)]. Madrid: Gredos.
  • Aleza, M., & Enguita, J. M. (2002). El español de América: Aproximación sincrónica. [Spanish of the Americas: synchronic approximation]. Valencia: Tirant lo Blanch.
  • Alonso, D., Zamora, A., & Canellada, M. J. (1950). Vocales andaluzas. Contribución al estudio de la fonología peninsular. [Andalucian vowels. Contribution to the study of Peninsular phonology]. NRFH, 209 (3) 4–230.
  • Alvar, M. (2009). Manual de dialectología hispánica. El español de España. [Manual of Spanish dialectology. Spanish of Spain] (6 ed.). Barcelona: Ariel Lingüística.
  • Anderson, R., & Smith, B. L. (1987). Phonological development of two-year-old monolingual Puerto Rican Spanish-speaking children. Journal of Child Language, 14, 57–78.
  • Arellanes Arellanes, F., Meneses Eternod, S. B., & Herrasti, L. (2003). Las líquidas en el habla de niños de la ciudad de México. [Liquids in the speech of children from Mexico City]. In R. Barriga Villanueva ( Ed.), El habla infantil en cuatro dimensiones. [Child speech in four dimensions] ( Serie Estudios del Lenguaje, VI, pp. 15–47). Mexico: El Colegio de México.
  • Astruc, L., Payne, E., Post, B., Prieto, P., & Vanrell, M. M. (2010). Word prosody in early child Catalan, Spanish and English. In M. Hasegawa-Johnson (Ed.), Proceedings from the fifth international speech prosody conference, 2010 (pp. 1–4). Champaign-Urbana, IL: University of Illinois.
  • Auer, P. (1991). ‘Stress-timing’ vs. ‘syllable-timing’ from a typological point of view. In B. Palek & P. Janota ( Eds.), Proceedings of the conference linguistics and phonetics: prospects and applications, Prague, August 27–30, 1990 ( pp. 292–305). Prague: Charles University Press.
  • Ayyad, H. (2011). Phonological development of typically developing Kuwaiti Arabic-speaking preschoolers (Unpublished PhD Dissertation). University of British Columbia.
  • Barlow, J. A. (2003). Asymmetries in the acquisition of consonant clusters in Spanish. Canadian Journal of Linguistics, 48, 179–210.
  • Bernhardt, B. H., & Stemberger, J. P. (1998). Handbook of phonological development: From a nonlinear constraints-based perspective. San Diego, CA: Academic Press.
  • Bernhardt, B. M., & Stemberger, J. P. (in press). Transcription of the speech of multilingual children. In B. Goldstein & S. McLeod ( Eds.), Multilingual aspects of speech sound disorders in children. Bristol: Multilingual Matters.
  • Bernhardt, B. M., Zhao, J., & Lai, Y. (2010). Cross-linguistic study of protracted phonological development: Mandarin. Oslo: ICPLA.
  • Boersma, P., & Weenink, D. (2009). Praat: doing phonetics by computer (Version 4.3.01) [Computer program]. Accessed 15 April 2009, from: http://www.praat.org/
  • Borzone de Manrique, A. M., & Rosemberg, C. R. (2000). Qué aprenden los niños cuando aprenden a hablar? Desarrollo lingüístico y cognitivo en los primeros años. [What do children learn when they learn to talk? Linguistic and cognitive development in the early years]. Buenos Aires: Aique.
  • Bosch Galcerán, L. (2004). Evaluación fonológica del habla infantil. [Phonological evaluation of child speech]. Barcelona: Masson S.A.
  • Brownell, R. (2001a). Expressive one-word picture vocabulary test (Spanish bilingual edition). San Antonio, TX: Pearson Assessment.
  • Brownell, R. (2001b). Receptive one-word picture vocabulary test (Spanish bilingual edition). San Antonio, TX: Pearson Assessment.
  • Carballo, G., & Mendoza, E. (2000). Acoustic characteristics of trill productions by groups of Spanish children. Clinical Linguistics & Phonetics, 14(8), 587–601.
  • Carreira, M. (1991). The acquisition of Spanish syllable structure. In D. Wanner & D. A. Kibbee ( Eds.), New analyses in Romance linguistics ( pp. 3–18). Amsterdam: John Benjamins.
  • De Zuluaga, T. (1979). Procesos en la sistematización de los sonidos del español en niños de corta edad. [Phonological processes in the speech of young children]. Revista Lenguaje, 10, 93–121.
  • D’introno, F., del Teso, E., & Weston, R. (1995). Fonética y fonología actual del español. [Phonetics and phonology of contemporary Spanish]. Madrid: Cátedra.
  • Eblen, R. (1982). A study of the fricatives by three-year-old children learning Mexican Spanish. Language and Speech, 25, 201–220.
  • Fabiano-Smith, L., & Barlow, J. A. (2009). Interaction in bilingual phonological acquisition: Evidence from phonetic inventories. International Journal of Bilingual Education and Bilingualism, 13, 81–97.
  • Fabiano-Smith, L., & Goldstein, B. A. (2010a). Phonological acquisition in bilingual Spanish–English speaking children. Journal of Speech, Language, and Hearing Research, 53, 160–178.
  • Fabiano-Smith, L., & Goldstein, B. A. (2010b). Early-, middle-, and late-developing sounds in monolingual and bilingual children: An exploratory investigation. American Journal of Speech-Language Pathology, 19, 66–77.
  • Gerfen, C. (2002). Andalusian codas. Probus, 14, 247–277.
  • Goldstein, B. (2007). Spanish speech acquisition. In S. McLeod ( Ed.), The international guide to speech acquisition ( pp. 539–553). Clifton Park, NY: Thomson Delmar Learning.
  • Goldstein, B. & Iglesias, A. (1996). Phonological patterns in normally developing Spanish-speaking 3- and 4-year-olds of Puerto Rican descent. Language, Speech and Hearing Services in the Schools, 27, 82–90.
  • Goldstein, B. A., & Cintrón, P. (2001). An investigation of phonological skills in Puerto-Rican Spanish-speaking 2-year-olds. Clinical Linguistics & Phonetics, 15, 343–361.
  • Goldstein, B. A., & Pollock, K. (2000). Vowel errors in Spanish-speaking children with phonological disorders: A retrospective, comparative study. Clinical Linguistics & Phonetics, 14, 217–234.
  • ález, A. (1981). A descriptive study of phonological development in normal speaking Puerto Rican preschoolers (Unpublished PhD Thesis). Pennsylvania State University.
  • Guirao, M., & García Jurado, M. (1990). Frequency of occurrence of phonemes in American Spanish. Revue Québécoise de Linguistique, 19(2), 135–149.
  • Harris, J. (1983). Syllable structure and stress in Spanish: A nonlinear analysis. Cambridge, MA: MIT Press.
  • Hochberg, J. (1988). First steps in the acquisition of Spanish stress. Journal of Child Language, 15, 273–292.
  • Hualde, J. I. (2005). The sounds of Spanish. Cambridge: Cambridge University Press.
  • Jiménez, B. C. (1987). Acquisition of Spanish consonants in children aged 3–5 years, 7 months. Language, Speech, and Hearing Services in Schools, 18, 357–363.
  • Jiménez Fernández, R. (1999). El andaluz. [Andalucian]. Madrid: Arco Libros.
  • Kehoe, M. (2002). Developing vowel systems as a window to bilingual phonology. International Journal of Bilingualism, 6, 315–334.
  • Kehoe, M., & Lleó, C. (2003). The acquisition of syllable types in monolingual and bilingual German and Spanish children. In B. Beachley, A. Brown, & F. Conlin ( Eds.), Proceedings of the 27th annual Boston university conference on language development ( pp. 402–413). Somerville, MA: Cascadilla Press.
  • Kehoe, M., Lleó, C., & Rakow, M. (2004). Voice onset time in bilingual German-Spanish children. Bilingualism: Language and Cognition, 7, 71–88.
  • Laver, J. (1994). Principles of phonetics. Cambridge: Cambridge University Press.
  • Lipski (1997). Spanish word stress. In F. Martínez-Gil & A. Morales Front ( Eds.), Issues in the phonology and morphology of the major Iberian languages ( pp. 559–593). Washington, DC: Georgetown University Press.
  • Lleó, C. (1996). To spread or not to spread: different styles in the acquisition of Spanish phonology. In B. Bernhardt, J. Gilbert, & D. Ingram ( Eds.), Proceedings of the UBC international conference on phonological acquisition ( pp. 215–228). Somerville, MA: Cascadilla Press.
  • Lleó, C. (2002). The role of markedness in the acquisition of complex prosodic structures by German-Spanish bilinguals. International Journal of Bilingualism, 6(3), 291–313.
  • Lleó, C. (2003). Prosodic licensing of coda in the acquisition of Spanish. Probus, 15, 257–281.
  • Lleó, C. (2006). The acquisition of prosodic word structures in Spanish by monolingual and Spanish-German bilingual children. Language and Speech, 49(2), 205–229.
  • Lleó, C. (2008). Research on first language acquisition of Spanish phonology. Studies in Hispanic and Lusophone Linguistics, 1(2), 349–382.
  • Lleó, C., & Arias, J. (2006). Foot, word and phrase constraints in first language acquisition of Spanish stress. In Fernando Martínez-Gil & Sonia Colina (Eds.), Optimality-theoretic studies in Spanish phonology ( pp. 470–496). Amsterdam: John Benjamins.
  • Lleó, C., & Demuth, K. (1999). Prosodic constraints on the emergence of grammatical morphemes: Crosslinguistic evidence from Germanic and Romance Languages. In A. Greenhill, H. Littlefield & C. Tano ( Eds.), Proceedings of the 23rd annual Boston university conference on language development ( pp. 407–418). Somerville, MA: Cascadilla Press.
  • Lleó, C., & Prinz., M. (1996). Consonant clusters in child phonology and the directionality of syllable structure assignment. Journal of Child Language, 23, 31–56.
  • Lloret, M. R., & Jiménez, J. (2009). Un análisis” óptimo” de la armonía vocálica del andaluz. [An Optimality analysis of vowel harmony in Andalucian Spanish]. Verba: Anuario Galego de filoloxia, 36,293–325.
  • Macken, M. (1975). The acquisition of intervocalic consonants in Mexican Spanish: A cross sectional study based on imitation data. Papers and Reports on Child Language Development, 10, 29–45.
  • Macken, M. A. (1978). Permitted complexity in phonological development: One child’s acquisition of Spanish consonants. Lingua, 44, 219–253.
  • Macken, M. A. (1979). Developmental reorganization of phonology: A hierarchy of basic units of acquisition. Lingua, 49, 11–49.
  • Macken, M. A. & Barton, D. (1980). A longitudinal Study of the acquisition of the voicing contrast in American-English word-initial stops, as measured by Voice Onset Time. Journal of Child Language, 7, 41–74.
  • Maez, L. (1985). The acquisition of the Spanish sound system by native Spanish-speaking children. In E. García & R. Padilla ( Eds.), Advances in bilingual education research ( pp. 3–26). Tucson, AZ: University of Arizona Press.
  • Martínez Celdrán, E., & Fernández Planas, A. M. (2007). Manual de fonética espaíola: Articulaciones y sonidos del español. Barcelona: Ariel.
  • Masterson, J., & Bernhardt, B. (2001). Computerized articulation and phonology evaluation system. San Antonio, TX: Pearson Assessment.
  • Mondéjar Cumpián, J., & Carrasco, P. (2001). Dialectología andaluza: Estudios, historia, fonética y fonología, lexicología, metodología onomasiología y comentario filológico. Anejo 34. 2 vols. [Andalucian dialectology: studies, history, phonetics and phonology, lexicology, onomasiology and philological commentary]. Málaga: Analecta Malacitana.
  • Montes Giraldo, J. J. (1970). Dominancia de las labiales en el sistema fonológico del habla infantil. [Dominance of labials in the phonological system of infant speech]. Thesaurus, 25, 487–488.
  • Montes Giraldo, J. J. (1971). Acerca de la apropiación por el niño del sistema fonológico español. [Concerning children’s acquisition of the Spanish phonological system]. Thesaurus, 26, 322–346.
  • Moya, J. A., & García, E. (1995). El habla de Granada y sus barrios. [Speech of Granada and districts]. Granada: Universidad de Granada.
  • Moya, J. A., & García, E. (1998). La ‘ch’ fricativa en Granada: Un sonido del habla masculine. [La ‘ch’ fricative in Granada: a masculine speech sound]. In A. Ward (Ed.), Proceedings of the Actas del XII Congreso de la Asociación Internacional de Hispanistas, 21–26 August 1995, Birmingham, Vol. 1(pp. 270–283). Birmingham: University of Birmingham (Medieval y lingüstica).
  • Narbona, A., Cano, R., & Morillo, R. (1998). El español hablado en Andalucía. [Spanish spoken in Andalucia]. Barcelona, Spain: Ariel.
  • Navarro, T. (1946). Estudios de fonología española. [Study of Spanish phonology]. New York, NY: Syracuse University Press.
  • Navarro, T. (1977 [1957]). Manual de pronunciación española. [Manual of Spanish pronunciation] (19ª ed.). Madrid: CSIC.
  • Nuñez-Cedeño, R. (2000). Teoría de la organización silábica [Theory of syllable organization]. In J. G. Fernández ( Ed.), Panorama de la fonología española actual ( pp. 455–474). Madrid: Arco Libros.
  • Prieto, P., Bosch-Baliarda, M., & Saceda-Ulloa, M. (2005). The development of codas in Catalan and Spanish: Frequency effects in specific contexts. Xth international congress for the study of child language. Berlin, July 25–29, 2005.
  • Quilis, A. (1981). Fonética acústica de la lengua española. [Acoustic phonetics of Spanish]. Madrid: Gredos.
  • Quilis, A. (1993). Tratado de fonología y fonética españolas. [Spanish phonology and phonetics]. Madrid: Gredos.
  • Quilis, A., & Esgueva, M. (1980). Frecuencia de fonemas en el espanol hablado. [Frequency of phonemes in spoken Spanish]. Linguistic a Espanola Actual, 2, 1–25.
  • Roca, I. (1989). The organization of grammatical gender. Transactions of the Philological Society, 87, 1–32.
  • Santiago, J., Pérez, E., Palma, A., & Stemberger, J. (2007). Syllable, word, and phoneme frequency effects in Spanish phonological speech errors: The David effect on the source of the error. In T. S. Carson, & V. Ferreira, ( Eds.), The state of the art in speech error research: Proceedings of the LSA Institute workshop, MIT working papers in linguistics Vol. 53 ( pp. 265–303). Cambridge, MA: MIT Press.
  • Schmitt, L., Howard, B., & Schmitt, J. H. (1983). Conversational speech sampling in the assessment of articulation proficiency. Language, Speech and Hearing Services in Schools, 14, 210–214.
  • Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2002). Preschool language scale-fourth edition (PLS-4). San Antonio, TX: Pearson Assessments.
  • Zubizarreta, M. L. (1979). Vowel harmony in Andalusian Spanish. In K. Sapir ( Ed.), MIT working papers in linguistics I ( pp. 1–11). Cambridge, MA: MIT Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.