Relevant bibliographies by topics / Children's phonology

Academic literature on the topic 'Children's phonology'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Children's phonology"

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Gibbon, Fiona. "Book reviews : Working with children's phonology." Child Language Teaching and Therapy 7, no. 1 (February 1991): 80–83. http://dx.doi.org/10.1177/026565909100700106.

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Wise, Barbara W. "Early Spellings Reveal Children's Understanding of Phonology." Contemporary Psychology: A Journal of Reviews 39, no. 8 (August 1994): 844–45. http://dx.doi.org/10.1037/034592.

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Goswami, Usha, Jean Emile Gombert, and Lucia Fraca de Barrera. "Children's orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish." Applied Psycholinguistics 19, no. 1 (January 1998): 19–52. http://dx.doi.org/10.1017/s0142716400010560.

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AbstractThree experiments were conducted to compare the development of orthographic representations in children learning to read English, French, or Spanish. Nonsense words that shared both orthography and phonology at the level of the rhyme with real words (cake-dake, comic-bomic), phonology only (cake-daik, comic-bommick), or neither (faish, ricop) were created for each orthography. Experiment I compared English and French children's reading of nonsense words that shared rhyme orthography with real words (dake) with those that did not (daik). Significant facilitation was found for shared rhymes in English, with reduced effects in French. Experiment 2 compared English and French children's reading of nonsense words that shared rhyme phonology with real words (daik) with those that did not (faish). Significant facilitation for shared rhyme phonology was found in both languages. Experiment 3 compared English, French, and Spanish children's reading of nonsense words (dake vs. faish) and found a significant facilitatory effect of orthographic and phonological familiarity for each language. The size of the familiarity effect, however, was much greater in the less transparent orthographies (English and French). These results are interpreted in terms of the level of phonology that is represented in the orthographic recognition units being developed by children who are learning to read more and less transparent orthographies.
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FITNEVA, STANKA A., MORTEN H. CHRISTIANSEN, and PADRAIC MONAGHAN. "From sound to syntax: phonological constraints on children's lexical categorization of new words." Journal of Child Language 36, no. 5 (December 24, 2008): 967–97. http://dx.doi.org/10.1017/s0305000908009252.

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ABSTRACTTwo studies examined the role of phonological cues in the lexical categorization of new words when children could also rely on learning by exclusion and whether the role of phonology depends on extensive experience with a language. Phonological cues were assessed via phonological typicality – an aggregate measure of the relationship between the phonology of a word and the phonology of words in the same lexical class. Experiment 1 showed that when monolingual English-speaking seven-year-olds could rely on learning by exclusion, phonological typicality only affected their initial inferences about the words. Consistent with recent computational analyses, phonological cues had stronger impact on the processing of verb-like than noun-like items. Experiment 2 revealed an impact of French on the performance of seven-year-olds in French immersion when tested in a French language environment. Thus, phonological knowledge may affect lexical categorization even in the absence of extensive experience.
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Sutcliffe, A. "Deaf children's spelling: does it show sensitivity to phonology?" Journal of Deaf Studies and Deaf Education 4, no. 2 (June 1, 1999): 111–23. http://dx.doi.org/10.1093/deafed/4.2.111.

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Breadmore, Helen L., Andrew C. Olson, and Andrea Krott. "Deaf and hearing children's plural noun spelling." Quarterly Journal of Experimental Psychology 65, no. 11 (November 2012): 2169–92. http://dx.doi.org/10.1080/17470218.2012.684694.

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The present study examines deaf and hearing children's spelling of plural nouns. Severe literacy impairments are well documented in the deaf, which are believed to be a consequence of phonological awareness limitations. Fifty deaf (mean chronological age 13;10 years, mean reading age 7;5 years) and 50 reading-age-matched hearing children produced spellings of regular, semiregular, and irregular plural nouns in Experiment 1 and nonword plurals in Experiment 2. Deaf children performed reading-age appropriately on rule-based (regular and semiregular) plurals but were significantly less accurate at spelling irregular plurals. Spelling of plural nonwords and spelling error analyses revealed clear evidence for use of morphology. Deaf children used morphological generalization to a greater degree than their reading-age-matched hearing counterparts. Also, hearing children combined use of phonology and morphology to guide spelling, whereas deaf children appeared to use morphology without phonological mediation. Therefore, use of morphology in spelling can be independent of phonology and is available to the deaf despite limited experience with spoken language. Indeed, deaf children appear to be learning about morphology from the orthography. Education on more complex morphological generalization and exceptions may be highly beneficial not only for the deaf but also for other populations with phonological awareness limitations.
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Ettlinger, Marc, and Jennifer Zapf. "The Role of Phonology in Children's Acquisition of the Plural." Language Acquisition 18, no. 4 (September 20, 2011): 294–313. http://dx.doi.org/10.1080/10489223.2011.605044.

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Pennington, Martha C. "Making phonology functional: What do I do first? Shelley L. Velleman. Boston: Butterworth-Heinemann, 1998. Pp. 228." Applied Psycholinguistics 22, no. 3 (September 2001): 471–73. http://dx.doi.org/10.1017/s0142716401213095.

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This book focuses on non-functional phonologies (NFP): that is, phonological disorders with no known physiological or neurological causes. It is a substantial book, well written and carefully researched, with an applied and pedagogical orientation that will make it invaluable for clinicians and students in speech pathology and child phonology. It is an ambitious and original work; its practical guidance for those assessing child phonology is based on a comprehensive and up-to-date descriptive and theoretical review of phonological systems and their realization in children's speech. It consists of six chapters, each of which introduces general concepts of phonology as well as modern concepts of nonlinear phonology and includes practical material, most notably a set of original worksheets that are geared to assessment or other types of intervention. It also has three appendices: the first reviews commercial tests, the second provides examples of stress patterns in English lexical items, and the third presents conventions of the International Phonetic Alphabet.
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BEECH, JOHN R. "USING A DICTIONARY: ITS INFLUENCE ON CHILDREN'S READING, SPELLING, AND PHONOLOGY." Reading Psychology 25, no. 1 (January 2004): 19–36. http://dx.doi.org/10.1080/02702710490271819.

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Chin, Steven B., and Daniel A. Dinnsen. "Consonant clusters in disordered speech: constraints and correspondence patterns." Journal of Child Language 19, no. 2 (June 1992): 259–85. http://dx.doi.org/10.1017/s0305000900011417.

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ABSTRACTComparison of patterns of cluster realization from 47 children ranging in age from 3;4 to 6;8 with functional (non-organic) speech disorders with those reported in the literature for normal acquisition reveals that these patterns are essentially the same for both groups. Using a two-level generative phonology for children's independent systems, further analysis of cluster realizations by means of feature geometry and under-specification theory reveals that there are systematic and principled relationships between adult representations of clusters and children's underlying representations and between children's underlying representations and their phonetic representations. With special emphasis on coalescence phenomena, it is suggested that the apparent diversity in children's cluster realizations can be reduced to four constraints on the form of underlying and phonetic representations.
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Dissertations / Theses on the topic "Children's phonology"

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Caravolas, Marketa. "The effect of linguistic input on children's phonological awareness : a cross-linguistic study." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60612.

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The subjects of the study were kindergarten and first grade speakers of Czech and English. The Czech language contains a considerably higher frequency and variety of complex syllabic onsets than English. Hence, it was hypothesized that if linguistic input affects children's phonological awareness development, Czech children should show higher levels of ability on the tasks. These differences were expected to appear in preliterate kindergarten children if linguistic input, more than literacy and/or general cognitive factors, impacts significantly on phonological awareness.
The finding that preliterate Czech children were more advanced in the ability to manipulate complex syllable onsets suggests that oral language input has an important effect on developing phonological awareness skills. Furthermore, its effect appears to be independent of the effects of literacy.
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Carlisle, Tracy Lynn. "Influence of Articulation and Phonology Intervention on Children's Social and Emotional Characteristics." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5246.

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It would be useful to obtain information about social and emotional characteristics in children who are receiving articulation/phonological intervention in order to assess the effectiveness of various treatment approaches from a social/emotional perspective. The purpose of this study was to determine whether or not articulation and phonological intervention influences children's social and emotional characteristics as perceived by their parents and, if so, which articulation approach (traditional vs. phonological cycling) results in more improvement in different domains of social and emotional characteristics. The specific social and emotional characteristics explored in this study are social skills, communication, independence, self-esteem, and domestic responsibility as assessed by the Affective Behavior Scales for the Disabled-Modified (ABSD-Modified, Brannan, 1991). In this study, each of the subject's parents completed a rating scale of social and emotional characteristics of their child at the beginning of intervention and again after 20 weeks of intervention. The scores for the five social and emotional domains were compared for differences prior to and following intervention. Additionally, the amount of improvement for those social and emotional characteristics was compared between the two groups, one group receiving traditional articulation intervention and the other group receiving a phonological cycling approach. Data analysis revealed no statistically significant difference between pre- and post-intervention subscale scores for the traditional articulation intervention group and for the phonological cycling intervention group combined. The results also indicated no statistically significant difference in the amount of change in social and emotional characteristics between the two groups of subjects. However, the research data did show trends toward the statistically significant level of .05 in the social/emotional domains of self-esteem (p = .097) and communication (p = .091) for the phonological cycling group. Trends toward the statistically significant level in the two domains of self-esteem and communication suggest that articulation/phonological intervention may influence other areas in the individual's life. Therefore, further investigation of the research questions posed for this study is warranted.
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James, Deborah G. H. "Hippopotamus is so hard to say: Children's acquisition of polysyllabic words." Thesis, The University of Sydney, 2006. http://hdl.handle.net/2123/1638.

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Naming pictures of polysyllabic words (three or more syllables (PSWs)) seems to provide speech pathologists with information about communication status not necessarily present when naming pictures of short words (monosyllabic words (MSWs) and di-syllabic words (DSWs)). Typically developing children and children with speech, language and literacy impairments err on PSWs even when short words are accurate. In this study, typical behaviour of PSW production was delimited and a model of PSW acquisition was developed because if erroneous PSWs mark impairment, then circumscribing the tolerances of them in typically developing speech is necessary to differentiate it from impairment. A proportional stratified, cluster sampling procedure was used to locate 354 children, aged 3;0 to 7;11 years, of whom 283 met the selection criteria, including normal hearing, language and cognition. All English phonemes were repeatedly sampled in 166 words, elicited through picture naming, that were varied for syllable number, stress and shape. Syllable, age and interaction effects were present with more mismatches in PSWs than in short words, decreasing with increasing age. Mismatches were captured in five a priori patterns of deletions, additions and reordering of syllables and segments in words as well as alterations of consonants or vowels in words that preserved the phonotactic shape. However, as all five patterns were word-specific, each affecting a core group of words containing PSWs and DSWs, the syllable effect was modified. It appeared to be a proxy for a complex interaction between segmental and prosodic features common to the core words that included non-final weak syllables, within-word consonant sequences that required labial-velar movements, velar and sonorant sounds and sounds that shared place or manner features, severally or together. The production changes conformed to the predictions of the model of PSW acquisition. These changes reflected alterations in the phonological representation, motor planning and motor execution skills aspects of the speech processing system. The phonological representation, changing from holistic to fine-grained, was argued as the key change because information for motor planning and execution was liberated that culminated in increased accuracy. If children’s productions of the PSWs used in this study exceed the tolerances defined in this thesis, impairment may be indicated. Future research is needed to determine that possibility.
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James, Deborah G. H. "Hippopotamus is so hard to say children's acquisition of polysyllabic words /." Connect to full text, 2006. http://hdl.handle.net/2123/1638.

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D
Naming pictures of polysyllabic words (three or more syllables (PSWs)) seems to provide speech pathologists with information about communication status not necessarily present when naming pictures of short words (monosyllabic words (MSWs) and di-syllabic words (DSWs)). Typically developing children and children with speech, language and literacy impairments err on PSWs even when short words are accurate. In this study, typical behaviour of PSW production was delimited and a model of PSW acquisition was developed because if erroneous PSWs mark impairment, then circumscribing the tolerances of them in typically developing speech is necessary to differentiate it from impairment. A proportional stratified, cluster sampling procedure was used to locate 354 children, aged 3;0 to 7;11 years, of whom 283 met the selection criteria, including normal hearing, language and cognition. All English phonemes were repeatedly sampled in 166 words, elicited through picture naming, that were varied for syllable number, stress and shape. Syllable, age and interaction effects were present with more mismatches in PSWs than in short words, decreasing with increasing age. Mismatches were captured in five a priori patterns of deletions, additions and reordering of syllables and segments in words as well as alterations of consonants or vowels in words that preserved the phonotactic shape. However, as all five patterns were word-specific, each affecting a core group of words containing PSWs and DSWs, the syllable effect was modified. It appeared to be a proxy for a complex interaction between segmental and prosodic features common to the core words that included non-final weak syllables, within-word consonant sequences that required labial-velar movements, velar and sonorant sounds and sounds that shared place or manner features, severally or together. The production changes conformed to the predictions of the model of PSW acquisition. These changes reflected alterations in the phonological representation, motor planning and motor execution skills aspects of the speech processing system. The phonological representation, changing from holistic to fine-grained, was argued as the key change because information for motor planning and execution was liberated that culminated in increased accuracy. If children’s productions of the PSWs used in this study exceed the tolerances defined in this thesis, impairment may be indicated. Future research is needed to determine that possibility.
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Liu, Wah-ling Valerie. "Laryngeal-supralaryngeal cyclicity in early Cantonese phonology." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36207901.

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Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001" Also available in print.
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Tin, Choi-yau Carmela. "Description of bilingual phonology in Cantonese-English preschoolers." Click to view the E-thesis via HKU Scholors Hub, 2005. http://lookup.lib.hku.hk/lookup/bib/B38279356.

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Thesis (B.Sc)--University of Hong Kong, 2005.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2005." Also available in print.
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Powell, Daisy. "The development of phonological and orthographic representations in children and connectionist networks." Thesis, Royal Holloway, University of London, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248050.

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Chan, Lily. "Children learn to read and write Chinese analytically." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10018446/.

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Recent progress in psycholinguistic research on written Chinese allows us to develop a new approach to investigate the Chinese reading acquisition process. We hypothesized that Chinese children, much like children learning an alphabetic script, do not simply learn written words by rote. As they are taught words to be learned by rote, they develop an implicit understanding of the formal and functional characteristics of written Chinese. The formal characteristics refer to the graphic structure and the positioning of the stroke-patterns, and the functional characteristics refer to the semantic and phonological information conveyed in the stroke-patterns. The studies reported were designed to investigate the nature of children's learning of written Chinese. In two series of studies, a total of 236 children from Hong Kong, aged four to nine, created and decoded novel Chinese compound words. Results showed that young Chinese children attended to both the formal and functional constraints in reading and writing tasks. In the judging task, 4-year-olds were able to identify the type of orthographic elements - the stroke-patterns, but they could not place them in legitimate positions. The 6-years-olds were able to refer both to the position and the correct type of orthographic elements in differentiating pseudowords from nonwords. In the writing and reading tasks, four and five-year-olds were unable to utilize the semantic radicals to represent meaning, nor could they use the phonological components for pronunciation; six-year-olds could use the semantic radicals to represent meaning and only nine-year-olds could both use semantic radicals correctly and systematically referred to the phonological components for pronunciation. A significant age difference was found in all the experiments. The studies provide strong evidence that learning compound words in Chinese is not a simple matter of memorizing but involves the understanding of formal and functional constraints in the script. A possible application of these findings lies in the new direction offered for reading instruction where the non-generative, rote view of learning to read and write in Chinese can be safely abandoned.
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Chan, Wai-yin Cathy. "Lexicon-phonology relationships in Cantonese-speaking children a cross-sectional and longitudinal investigation /." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38885797.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.
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Stanley, Camille Christine. "Phonological Processing in Children with Dyslexia: Analyzing Nonword Repetition Error Types." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8269.

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This study analyzes quantitative and qualitative differences in errors made during a nonword repetition task between children with dyslexia (n = 75) and their typically developing (TD) peers (n = 75). Participants were auditorily presented with 16 nonwords based on a CVC (consonant-vowel-consonant) pattern; nonwords varied from two to five syllables in length. Verbal responses were recorded, transcribed, and consonant phonemes were analyzed according to the following error types: substitutions, omissions, insertions, and transpositions. Analyses found that children with dyslexia perform more poorly on nonword repetition as compared to their TD peers. Specifically, during this nonword repetition task children with dyslexia differed from their TD peers in overall accuracy and omission errors. Groups did not differ in the quantity and quality of substitution, insertion, or transposition errors. Findings from this study may provide insight into mechanisms underlying phonological processing in children with dyslexia. Implications for future research and clinical work are also discussed.
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Books on the topic "Children's phonology"

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Flynn, Lesley. Children's phonology sourcebook. Bicester: Winslow, 1996.

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Lancaster, Gwen. Working with children's phonology. Edited by Evershed-Martin Susanna and Pope Lesley. Bicester, Oxon: Winslow, 1989.

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Banker, Bev. Sillysongs: For phonology and sound awareness. Eau Claire, Wis: Thinking publications, 1998.

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Carla, Dunn, ed. Normal and disordered phonology in children. Baltimore: University Park Press, 1985.

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Clinical phonology. 2nd ed. Baltimore: Williams & Wilkins, 1987.

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Clinical phonology. 2nd ed. London: Croom Helm, 1987.

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Clinical phonology. 2nd ed. London: Chapman & Hall, 1987.

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1955-, Stemberger Joseph P., ed. Workbook in nonlinear phonology for clinical application. Austin, Tex: Pro-Ed, 2000.

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Meade, Rocky R. Acquisition of Jamaican phonolgy. Delft: De Systeem Drukkers, 2001.

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Smit, Ann Bosma. Articulation and phonology resource guide for school-age children and adults. Clifton Park, NY: Delmar Learning, 2003.

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Book chapters on the topic "Children's phonology"

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Treiman, Rebecca. "Phonology and Spelling." In Handbook of Children’s Literacy, 31–42. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1731-1_3.

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Jacobsen, Birgitte. "A Preliminary Report on a Pilot Investigation of Greenlandic School Children’s Spelling Errors." In Orthography and Phonology, 101. Amsterdam: John Benjamins Publishing Company, 1987. http://dx.doi.org/10.1075/z.29.08jac.

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Dodd, B., A. Holm, Zhu Hua, S. Crosbie, and J. Broomfield. "3. English Phonology: Acquisition and Disorder." In Phonological Development and Disorders in Children, edited by Zhu Hua and Barbara Dodd, 25–55. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598906-005.

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Yavaş, M., and B. Goldstein. "11. Aspects of Bilingual Phonology: The Case of Spanish–English Bilingual Children." In Phonological Development and Disorders in Children, edited by Zhu Hua and Barbara Dodd, 265–85. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598906-013.

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Hua, Zhu. "5. The Normal and Disordered Phonology of Putonghua (Modern Standard Chinese)-Speaking Children." In Phonological Development and Disorders in Children, edited by Zhu Hua and Barbara Dodd, 81–108. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598906-007.

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Gut, Ulrike. "Cross-Linguistic Structures in the Acquisition of Intonational Phonology by German-English Bilingual Children." In Studies in Bilingualism, 201–25. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/sibil.21.12gut.

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Zhu, Hua. "Chapter 2. The Role of Phonological Saliency and Phonological Template in Typically and Atypically Developing Phonology: Evidence from Putonghua-speaking Children." In Language Disorders in Speakers of Chinese, edited by Sam-Po Law, Brendan Weekes, and Anita M.-Y. Wong, 19–32. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847691170-004.

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Bernstein-Ratner, Nan. "The Phonology of Parent-Child Speech." In Children’s Language, 159–74. Psychology Press, 2021. http://dx.doi.org/10.4324/9781315792668-7.

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"Children’s Incipient Conspiracies DANIELA . DINNSEN , JUDITH A . GIERUT,." In Unusual Productions in Phonology, 150–68. Psychology Press, 2014. http://dx.doi.org/10.4324/9781315742823-13.

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"‘Dant always day dings’: problems with phonology." In Understanding Children with Language Problems, 66–87. Cambridge University Press, 2000. http://dx.doi.org/10.1017/cbo9780511791130.007.

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Conference papers on the topic "Children's phonology"

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Laily, Alvita Hikmatul, Dwita Dora Virdiana, and Rohmani Nur Indah. "Phonology Acquisition through Hijaiyah Learning for Early Age Children." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009916029072912.

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Putriani, Ita, Syahrul Ramadhan, and Agustina. "Phonology of Children Aged 3 Years and 2 Months: Psycholinguistic Study." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.010.

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Hura, Dernius, and Agustina. "Obtaining Language in Children 2.5 Aged Years Old Phonology and Syntax Study." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.029.

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Fiona, Finda, and Agustina Agustina. "Phonology Acquistion of Children of Age 2,5 Years (Case Studi on Akhwa Febrianto)." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.93.

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Elvira, Elvira, and Agustina Agustina. "Phonology Acquisition of Children of Age 3,4−3,10 Years (Case Study on Razka Salim Mirza)." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.91.

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Reports on the topic "Children's phonology"

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Carlisle, Tracy. Influence of Articulation and Phonology Intervention on Children's Social and Emotional Characteristics. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7119.

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