Date of Defense

Spring 4-24-2002

Department

Speech Pathology and Audiology

First Advisor

Sandra Glista, Speech Pathology and Audiology

Second Advisor

Michael Clark, Speech Pathology and Audiology

Third Advisor

Adelia Van Meter, Speech Pathology and Audiology

Abstract

According to the Current Population Survey done by the U.S. Census Bureau (March, 2000), 12% of the people living in the United States are of Hispanic origin. This percentage amounts to 32.8 million Latinos, or one in eight people in the United States. Speech-language pathologists will need to be prepared to serve an increasingly diverse population. The purpose of this research paper is to create a resource for speech-language pathologists who work with Spanish-speaking and bilingual Spanish-English children. The literature will be reviewed: (a) to identify the development of phonological norms for this population; (b) to examine how these norms differ according to the dialect of Spanish spoken; and (c) to compare how these norms may differ among children with phonological disorders. Information on the phonological characteristics of bilingual Spanish-English children will also be presented to see how their phonological system differs from monolingual English and monolingual Spanish speakers. Language characteristics of Spanish-speakers and bilingual Spanish-English speaking children are also discussed. The language skills of typically developing children and children with specific language impairments will be compared to identify features that distinguish between the two groups.

Access Setting

Honors Thesis-Campus Only

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