1. Substitution patterns in the phonology of Spanish-speaking children (B.A. Goldstein, 2005) Presented by Vanessa Tobar

2. Previous Studies Mostly with American English-speaking children Phonemes with the highest frequency of substitution: /θ/, /ð/, /ɹ/, /tʃ/ and /dʒ/ Few substitutes used for each target. (Bassi, 1993; Larkins, 1983; Smit, 1993) Presented by Vanessa Tobar 11/29/10

3. Consonant Cluster Patterns in English (Smit, 1993) /kl/  [k] /s/-cluster reduction to second member* /pl/  [pw] /pl/  [pəl] Presented by Vanessa Tobar 11/29/10

4. Cross-Linguistic phenomenons? Presented by Vanessa Tobar 11/29/10

5. Participants Typically developing children (3;2-4;11) Children with phonological disorders (3;1-4;9) L1 Puerto Rican dialect Spanish Presented by Vanessa Tobar 11/29/10

6. Assessment of Phonological Disabilities APD (Iglesias & Goldstein, 1993) Single word phonological assessment  CVCV  Clusters  Multi-syllabic words Presented by Vanessa Tobar 11/29/10

7. Things to note… Clusters and singletons analyzed separately. Dialectal features not errors  /kaɾta/  [kalta] (“letter”) Voiced stops  fricative (inter-vocalically)  /b/, /d/, /g/  [β], [ð], [ɣ] Syllable initial and final data combined for this study. Presented by Vanessa Tobar 11/29/10

8. Results: Sounds Substituted for Presented by Vanessa Tobar 11/29/10

9. Typically Developing Children Presented by Vanessa Tobar 11/29/10 Substituted Phonemes:

10. Children with Phonological Disorders Presented by Vanessa Tobar 11/29/10 Substituted Phonemes:

11. Results: Sounds Substituted To Presented by Vanessa Tobar 11/29/10

12. Typically Developing Children Presented by Vanessa Tobar 11/29/10

13. Children with Phonological Disorders Presented by Vanessa Tobar 11/29/10

14. Children with Phonological Disorders Presented by Vanessa Tobar 11/29/10

15. Typically Developing Children Presented by Vanessa Tobar 11/29/10

16. Results: Clusters Presented by Vanessa Tobar 11/29/10

18. Overall Typically Developing Children: [ð], [β], /r/, /ɾ/, and [ɣ] Children with Phonological Disorders: /s/, /r/, /tʃ/, /k/, and [β] Presented by Vanessa Tobar 11/29/10

19. Questions 1.Would the same results yeild if children tested were bilingual in a language in which the voiced fricatives and stops actually had phonemic contrast? 2. Would methods have to be altered when studying a dialect that does not weaken or delete syllable final consonants? (/s/ &/n/) Presented by Vanessa Tobar 11/29/10

20. Questions 3. Is there a characteristic within language types/groups that allow studies like this to be more generalized and widely applicable? Presented by Vanessa Tobar 11/29/10