Developmental Speech and Language Norms for Spanish and English E-book
The best and current information on English and Spanish sound development right at your fingertips!
- Validate teacher concerns and improve speech referrals.
- Improve diagnostic accuracy and save time.
- Increase the accuracy of your goals and reduce your caseload.
The increasing diversity in the United States has given a new role to educators and speech-language pathologists. Many teachers express uncertainty about how to differentiate speech and language errors that result from native language influences and those that are indicative of speech-language impairment. This same challenge falls on speech-language pathologists, who make diagnostic decisions about students’ communication skills. Many native language influences mimic signs of speech-language impairment, making it impossible to use the same rules for bilingual students that we use for monolingual students. Additionally, patterns of language influence change depending on the native language of the student, further complicating the decision-making process.
The concept supporting this framework is simple: In general terms, if sounds or structures exist in both languages, they should not be affected in second language production; if sounds or structures do not exist in both languages, the influence of one language on another can be expected. The goal then is to understand the different sound systems and structures of a language in order to identify which errors are of true concern.