Faculty & Staff

Brian Goldstein,
Ph.D., CCC-SLP

Brian A. Goldstein, Ph.D., CCC-SLP is an Associate Professor in the Department of Communication Sciences and Disorders at Temple University.  He received a B.A. in Linguistics from Brandeis University and an M.A. and Ph.D. in Speech-Language-Hearing (i.e., Speech-Language Pathology) from Temple University in 1988 and 1993, respectively.  He taught for five years as an Assistant Professor in the Department of Communication Disorders at Saint Louis University before returning to Philadelphia in 1997 to join the faculty of the Department of Communication Sciences at Temple. He became an Associate Professor in 2000 and served as interim Chair of the department from 2005 to 2007.  He has served as department Chair since 2008.

Dr. Goldstein has been a Fellow of the American Speech-Language-Hearing Association (ASHA) since 2003 and in 2007 was awarded the ASHA Certificate for Special Contributions in Multicultural Affairs. He currently serves on the editorial board of the Clinical Linguistics and Phonetics, and as an editorial consultant for the American Journal of Speech-Language Pathology and Language, Speech, and Hearing Services in Schools. He previously served as Associate Editor (2001-2003) and then Editor of Language, Speech, and Hearing Services in Schools (2004-2006). In 2005, Dr. Goldstein received the Lindback Foundation Award for distinguished teaching.

Teaching Areas

Graduate

CS5522: Articulation & Phonological Disorders: Assessment and Treatment

CS8725: Articulation & Phonological Disorders: Special Populations

CS8824: Assessment and Treatment of Diverse Populations

Undergraduate

CS4396: Orientation to Clinical Management

Research Areas

Dr. Goldstein’s research focuses on phonological development and disorders in Spanish-English bilingual children. He has previously worked on the development of valid and reliable measures to assess the phonological skills of monolingual Spanish- and bilingual Spanish-English speaking children. He has sought to understand the relative contributions of articulatory and phonological components to speech sound development in young bilingual children and interactions that take place between phonological development in bilingual children and the language of parents and the community. Current projects include examining the relationship between frequency of output and phonological skills, parent concern and phonological skills, segmental and whole word analyses, and speech sound disorders in bilingual children.

Funding Sources

Dr. Goldstein’s research has been supported by the National Institute on Deafness & Other Communication Disorders, the National Institute of Child Health & Human Development, and the Language Learning Small Research Grants Program.

Selected Publications:

Bunta, F., Fabiano-Smith, L., Goldstein, B., & Ingram, D. (2009).  Phonological whole-word measures in three-year-old bilingual children and their age-matched monolingual peers. Clinical Linguistics and Phonetics, 23, 156-175.

Goldstein, B., & Iglesias, A. (2009).  Language and dialectal variations.  In J. Bernthal, N. Bankson, & P. Flipsen (Eds.), Articulation and phonological disorders: Speech sound disorders in children (6th edition, pp. 331-356).  Boston, MA: Pearson

Goldstein, B. (2008).  Integration of evidence-based practice into the university clinic.  Topics in Language Disorders, 28, 200-211.

Goldstein, B. (2007).  Phonological skills in Puerto Rican- and Mexican-Spanish speaking children with phonological disorders.  Clinical Linguistics and Phonetics, 21, 93-109.

Goldstein, B. (2007). Spanish speech acquisition.  In S. McLeod (Ed.), The international guide to speech acquisition (pp. 539-553).  Clifton Park, NY: Thomson Delmar Learning.

Goldstein, B. (2007).  Measuring phonological skills in bilingual children: Methodology and clinical applications.   In J. Centeno, L. Obler, & R. Anderson (Eds.). Studying Communication Disorders In Spanish Speakers: Theoretical, Research, & Clinical Aspects (pp. 169-180).  Clevedon, UK: Multilingual Matters.

Goldstein, B. (2007). Speech acquisition across the world: Spanish Influenced English.  In S. McLeod (Ed.), The international guide to speech acquisition (pp. 345-356). Clifton Park, NY: Thomson Delmar Learning.

Goldstein, B., & Iglesias, A. (2007).  Issues in cultural and linguistic diversity.  In R.  Paul (Ed.), Clinical methods in communication disorders (2nd edition) (pp. 283-301).  Baltimore, MD: Brookes.

Yavas, M., & Goldstein, B. (2006).  Spanish/English bilingual children: A cross-linguistic perspective on development and disorders. In Z. Hua & B. Dodd (Eds.), Phonological development and disorders: A cross-linguistic perspective (pp. 265-285) Clevedon, UK: Multilingual Matters.

Goldstein, B. (2006).  Clinical implications of research on language development and disorders in bilingual children.  Topics in Language Disorders, 26, 318-334.

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

Kohnert, K., & Goldstein, B. (2005).  Speech, language, and hearing in developing bilinguals: From practice to research.  Language, Speech, and Hearing Services in Schools, 36, 169-171.

Goldstein, B., & Kohnert, K. (2005).  Speech, language, and hearing in developing bilinguals: Current findings and future directions.  Language, Speech, and Hearing Services in Schools, 36, 264-267.

Goldstein, B. (2005).  Substitutions in the phonology of Spanish-speaking children.  Journal of Multilingual Communication Disorders, 3, 56-63.

Fabiano, L., & Goldstein, B. (2005).  Phonological cross-linguistic influence in sequential Spanish-English bilingual children.  Journal of Multilingual Communication Disorders, 3, 56-63.

Goldstein, B., & Pollock, K. (2004). Vowel production in Spanish-speaking children with phonological disorders: Dialect and sampling issues.  Journal of Multilingual Communication Disorders, 2, 147-160.

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. (2004, (ed.), Bilingual language development and disorders in Spanish-English speakers.  Baltimore, MD: Brookes Publishing.