Hispanic Americans

Communication Development and Disorders in Multicultural Populations

Readings and Related Materials

Bedore, L.M., & Leonard, L.B. (2000). The effects of inflectional variation on fast mapping of verbs in English and Spanish. Journal of Speech, Language, and Hearing Research, 43(1), 21–33.

Bedore, L.M., & Leonard, L.B. (2001). Grammatical morphology deficits in Spanish-speaking children with Specific Language Impairment. Journal of Speech, Language, and Hearing Research, 44(4), 905–924. (Erratum: Journal of Speech, Language, and Hearing Research, 45(5), 1015.)

Bland-Stewart, L., & Fitzgerald, S.M. (2001). Use of Brown's 14 grammatical morphemes by bilingual Hispanic preschoolers: A pilot study. Communication Disorders Quarterly, 22(4), 171–186.

Brice, A. (2002). The Hispanic child: Speech, language, culture and education. Boston: Allyn and Bacon.

Bunta, F., & Ingram, D. (2007). The acquisition of speech rhythm by bilingual Spanish- and English-speaking 4- and 5- year-old children. Journal of Speech, Language, and Hearing Research, 50(4), 999–1014.

Centeno, J.G., Anderson, R.T., & Obler, L. K. (Eds.) (2007). Communication disorders in Spanish speakers: Theoretical, research, and clinical aspects. Clevedon, UK: Multilingual Matters.

Cuetos, F., & Centeno, J.G. (2009). Applying cognitive neuropsychological principles to the rehabilitation of Spanish readers with acquired dyslexia. Seminars in Speech and Language, 30(3), 187–197.

Eng, N., & O'Connor, B. (2000). Acquisition of definite article + noun agreement of Spanish-English bilingual children with Specific Language Impairment. Communication Disorders Quarterly, 21(2), 114–124.

Ezell, H.K., Gonzales, M.D., & Randolph, E. (2000). Emergent literacy skills of migrant Mexican American preschoolers.  Communication Disorders Quarterly, 21(3), 147–153.

Frieberg, C. (2003) Linguistically and culturally diverse students: American Indian and Spanish-speaking. Madison, WI: Wisconsin Department of Public Instruction.

Goldstein, B. (2001). Transcription of Spanish and Spanish-influenced English. Communication Disorders Quarterly, 23(1), 54–60.

Goldstein, B., Fabiano, L., & Iglesias, A. (2004). Spontaneous and imitated productions in Spanish-speaking children with phonological disorders. Language, Speech, and Hearing Services in Schools, 35, 5–15.

Goldstein, B., & Washington, P.S. (2001). An initial investigation of phonological patterns in typically developing 4-year-old Spanish-English bilingual children. Language, Speech, and Hearing Services in Schools, 32(3), 153–164.

Goldstein, B.A., Fabiano, L., & Washington, P.S. (2005). Phonological skills in predominantly English-speaking, predominantly Spanish-speaking, and Spanish-English bilingual children. Language, Speech, and Hearing Services in Schools, 36(3), 201–218.

Goldstein, B.A., & Iglesias, A. (2001). The effect of dialect on phonological analysis: Evidence from Spanish-speaking children.  American Journal of Speech-Language Pathology, 10(4), 394–406.

Gutierrez-Clellen, V.F., Calderon, J., & Weisner, S.E. (2004). Verbal working memory in bilingual children. Journal of Speech, Language, and Hearing Research, 47(4), 863–876.

Kohnert, K. (2002). Picture naming in early sequential bilinguals: A 1-year follow-up. Journal of Speech, Language, and Hearing Research, 45, 759–771.

Kohnert, K., & Windsor, J. (2004). The search for common ground: Part II. Nonlinguistic performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47(4), 891–903.

Levey, S., & Cruz, D. (2004). The discrimination of English vowels by bilingual Spanish/English and monolingual English speakers. Contemporary Issues in Communication Science and Disorders, 31, 162–172.

Marchman, V.A., & Martinez-Susssman, C. (2002). Concurrent validity of caregiver/parent report measures of language for children who are learning both English and Spanish. Journal of Speech, Language, and Hearing Research 45(5), 983–997.

Muñoz, M.L., Gillam, R.B., Peña, E.D., & Gulley-Faehnle, A. (2003). Measures of language development in fictional narratives of Latino children. Language, Speech, and Hearing Services in Schools, 34(4), 332–342.

Patterson, J. (2000). Observed and reported expressive vocabulary and word combinations in bilingual toddlers. Journal of Speech, Language, and Hearing Research, 43, 121–128.

Peña, E., Bedore, L.M., & Rappazzo, C. (2003). Comparison of Spanish, English, and bilingual children's performance across semantic tasks. Language, Speech, and Hearing Services in Schools, 34(1), 5–16.

Peña, E.D., Bedore, L.M., & Zlatic-Giunta, R. (2002). Category-generation performance of bilingual children: The influence of condition, category, and language. Journal of Speech, Language, and Hearing Research, 45(5), 938–947.

Olivares, I., & Altarriba, J. (2009). Mental health considerations for speech-language services with bilingual Spanish-English speakers. Seminars in Speech and Language, 30(3), 153–161.

Radford, N.T., Cannon-Smith, G., & Saenz, A. (2009). Using video viewing to evoke Hispanic children's narrative samples. ECHO, 4(1), 24- 38.

Restrepo, M.A., & Kruth, K. (2000). Grammatical characteristics of a Spanish-English bilingual child with Specific Language Impairment. Communication Disorders Quarterly, 21(2), 66–76.

Rivera, W.I.B., & Payne, K.T. (2005). Modification of the Spanish Articulation Measures (SAM) for Salvadoran Spanish. ECHO: E-Journal for Black and Other Ethnic Group Research and Practices in Communication Sciences and Disorders, 1(2) 59–71.

Salas-Provance, M.B., & Oprandy, R. (2006). Collaboration between teachers and speech-language pathologists: A university model to benefit Hispanic children in schools. Newsletter of the Special Interest Division 14: Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 13(3), 17–23.

Thal, D., Jackson-Maldonado, D., & Acosta, D. (2000). Validity of parent-report measure of vocabulary and grammar for Spanish-speaking toddlers. Journal of Speech, Language, and Hearing Research, 43(5), 1087–1100.

Windsor, J., & Kohnert, K. (2004). The search for common ground: Part I.  Lexical performance by linguistically diverse learners. Journal of Speech, Language, and Hearing Research, 47(4), 877–890.



This page was updated on: 9/15/2009.

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