Throughout any language, there are various dialects which follow a set of rules and could be considered a standard for that language. However, not all dialects are viewed equally and many are judged based on the idea of a dominate dialect of a language (Goldstein & Iglesias, 2001). This way of thinking has caused discrepancies when evaluating children with dialects for phonological disorders. Differences in dialects can and have been incorrectly interpreted as a phonological disorder when not scored properly. Goldstein and Iglesias (2001) state “Cross-linguistic studies are needed to determine the relationship between dialect and diagnosis of disorder and the variability of this phenomenon depending on the language in question” (p. 395). Therefore,
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Therefore, all the participants were Spanish speakers of Puerto Rican descent. The one hundred and eight participants selected were children ages three to four who were all enrolled in a Head Start program for bilingual students in Philadelphia (Goldstein & Iglesias, 2001). Fifty-four of the participants were classified as having typically developing speech unlike the remaining fifty-four who were labeled with having a phonological disorder. Goldstein and Iglesias used a phonological assessment called The Assessment of Phonological Disabilities, which is designed to assess Spanish-speaking children (2001). They planned to use the data gathered by The Assessment of Phonological Disabilities to see if the children are properly classified as having or not having a phonological disorder. Furthermore, the were attempting to determine if those who were classified with having a phonological disorder were in the correct severity class. Using The Assessment of Phonological Disabilities, Goldstein and Iglesias measured the number of consonant errors and percentage of correctly produced consonants for the two sets of children. They also calculated the percentage of occurrence of phonological processes. They planned to focus their findings onto the two main factors of phonological disorders among Puerto Rican Spanish dialect; the diagnosis and the severity of those who are diagnosed. They also wanted to know if the potential intervention for children takes the dialectal differences into
Therefore, all the participants were Spanish speakers of Puerto Rican descent. The one hundred and eight participants selected were children ages three to four who were all enrolled in a Head Start program for bilingual students in Philadelphia (Goldstein & Iglesias, 2001). Fifty-four of the participants were classified as having typically developing speech unlike the remaining fifty-four who were labeled with having a phonological disorder. Goldstein and Iglesias used a phonological assessment called The Assessment of Phonological Disabilities, which is designed to assess Spanish-speaking children (2001). They planned to use the data gathered by The Assessment of Phonological Disabilities to see if the children are properly classified as having or not having a phonological disorder. Furthermore, the were attempting to determine if those who were classified with having a phonological disorder were in the correct severity class. Using The Assessment of Phonological Disabilities, Goldstein and Iglesias measured the number of consonant errors and percentage of correctly produced consonants for the two sets of children. They also calculated the percentage of occurrence of phonological processes. They planned to focus their findings onto the two main factors of phonological disorders among Puerto Rican Spanish dialect; the diagnosis and the severity of those who are diagnosed. They also wanted to know if the potential intervention for children takes the dialectal differences into