Page 3 - Developmental Norms

Here is what will help you do this:

Speech and Language Milestones .......................................................................................... 4
Early Sound Development Quick Reference Tables ................................................................... 6
English & Spanish Developmental Articulation Norms ............................................................... 8
English Speech Sound Acquisition in Monolingual and Spanish-English Bilingual Children……. ........ 11
Speech Sound Development over Time ................................................................................. 12
Contrastive Analysis for Speech Sounds ................................................................................ 14

Phonological Patterns of the English Language Learner ............................................................ 15
Phonological Development ................................................................................................... 16
Typical Phonological Processes ............................................................................................. 18
Phonological Process Use by Spanish-speaking, English Speaking,& Bilingual Children .................. 19
Analysis of the Informal and Formal Bilingual Speech Assessment ............................................. 26

Common Available Spanish Articulation Measures ................................................................... 27
Contrastive Analysis for Language: Morpho-syntax ................................................................. 34
Developmental Norms for Language……………………………………………. .............................................. 35
Language Milestones .......................................................................................................... 37
Analysis of the Informal and Formal Bilingual Language Assessment ......................................... 39
Common Available Spanish Vocabulary and Language Measures ............................................... 41

Solving this problem can be daunting.

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.

But we have a choice in the matter.

Research abounds on communication development. We just need a way to see how it applies to
young children and children in the classroom. Then we can confidently make decisions, respond to
teacher concerns, and alleviate parent worries. Speaking from experience, the diversity that once

made my job difficult is now the most exciting part of what I do. The world is delivered to me each
day in the form of languages, songs, culture, and diversity. I welcome your ideas on how to make this
resource or our jobs better.

Scott Prath, M.A., CCC-SLP
Vice President, Bilinguisitics

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