![]() Crowe and McLeod’s data found that /n/ and /d/ were in by age 3. Studies of strictly Spanish (Jimenez 1987, Acevedo 1993) found that those sounds aren’t in at age 3. ![]() Yes, you should only be considering sounds that are mastered at Age 3. Yes, for FCD you should only be considering the sounds that exist in Spanish in the final position SNRLD. ![]() You can get the full story in the 46 page e-book Developmental Speech and Language Norms for Spanish and English. Make sure you download the recent copy from our evaluation resources page – Articulation Norms for Spanish and English. But based on the work of Crowe and McLeod (2018, 2020) there are new norms that are at those younger ages. Hi Alexa, You are right that the old developmental articulation norms DID NOT reflect those sounds by the young ages. I’d also be interested in whether this would impact best practice in terms of how particular aspects of instruction in morphology and literacy skills are presented based on native dialect. While I would imagine that FCD as a result of a phonological disorder would still impact intelligibility in Caribbean Spanish, as final consonants are produced in some situations, it’d be interesting to examine whether the impact was as significant as in other dialects. My hypothesis would be that even if children who present with phonological disorders produce similar errors across dialects, failing to reference the dialect of each individual could lead to erroneous over-identification of phonological disorders in children whose speech is dialectically correct. Puerto Rican Spanish (Goldstein, 2005) however, as I only have access to the abstract, I’m not sure exactly how errors were classified/ measured across dialects. Interestingly, I did find a study from 2005 that did not find significant differences between speech productions of children with phonological disorders who spoke Mexican Spanish vs. In the Northeastern U.S., Caribbean dialects of Spanish are significantly more common than Central/ South American or European dialects, so this is a particularly salient distinction here. Some of these variations (particularly weak syllable deletion) might be considered “informal” even within the Caribbean, but are often still the norm in conversational speech. For example, in the Dominican Republic and Puerto Rico, it’s dialectically correct to delete medial “d” (ð or ð̞ in many other dialects), delete the /s/ in /s/ clusters, delete final consonants (particularly /s/ and /d/), and in some cases, delete weak syllables entirely. It’s of course also extremely important to consider regional/ dialectical variations for Spanish-speaking children. Make sure you are selecting the right goals or you will be spinning your therapeutic wheels. This means that when these sounds are knocked out it can drastically reduce intelligibility for language and speech reasons. It can denote an infinitive verb (/r/ comer/to eat), plurality like English (tacos), or a verb tense (estás, están). When Spanish uses a final consonant it usually carries heavy linguistic weight. The word snarled is a great way to remember this.Ģ. Spanish only uses 5 final consonants: S, N, R, L, & D. Worse yet, unvoiced final consonants and clusters can’t be heard by a Spanish speaker until they develop an ear for it (Don’t = Don). When a Spanish speaker tries to produce a final consonant in English that cannot occur in final position in Spanish, errors are common. English has a ton of final consonants and Spanish does not. One of the most common misdiagnoses we see for children coming from Spanish-speaking backgrounds is a diagnosis of speech impairment for final consonant deletion (FCD). Número 4: Don’t get SNaRLeD up in Final Consonant Deletion Phonological Processes – Substitution Patterns Suppressed by age: Phonological Processes – Syllabic Patterns Suppressed by age: So we are dealing with the same phonological processes but at what age are they suppressed? We put Shriberg’s findings (E) next to Goldstein+’s (S) to get a clearer picture. Número 3: Phonological Processes come in at different ages Reduce Your Caseload (District Optimization).Speech and Language School Therapy Services.Communication Disorder Resources for Parents.Spanish Translations for IEP/ARD Meetings.Teletherapy Speech Language Evaluations.
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