Phonological assessment and analysis of bilingual preschoolers' Spanish and English word productions.

Purpose: The major purpose of this study was to examine Spanish and English phonological productions (patterns/deviations) of typically developing bilingual preschool children. Phonological scores were compared in order to determine if significant differences exist between (a) boys and girls, (b) 4- and 5-year-olds, and/or (c) their productions of Spanish and English words.

Method: Fifty-six bilingual 4- and 5-year-old children (27 boys and 29 girls) who attended Head Start programs named stimulus items for Spanish and English phonological assessment instruments that were similar in procedures and analyses.

Collaborating to Obtain Phonological Acquisition Data for Local Schools.

Purpose: Twelve school-based speech-language practitioners enlisted the assistance of a university clinical phonologist to help them implement a collaborative research project for their school system in order to investigate phonological acquisition.

Method: The school practitioners transcribed speech samples of 520 typically developing children between the ages of 2:6 and 8:0 (years:months). Responses were coded for syllable/word structures (e.