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Relevant bibliographies by topics / Children's phonology / Books

Books on the topic 'Children's phonology'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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

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2

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

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3

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

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4

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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11

Articulation and phonology resource guide for school-age children and adults. Australia: Thomson Delmar Learning, 2004.

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12

Making phonology functional: What do I do first? Boston: Butterworth-Heinemann, 1998.

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13

Klein, Edward S. Clinical phonology: Assessment and treatment of articulation disorders in children and adults. San Diego: Singular Pub. Group, 1996.

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14

Kunnari, Sari. Characteristics of early lexical and phonological development in children acquiring Finnish. Oulu: Oulu yiopisto, 2000.

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15

Hiscock, Merrill. An evaluation of the Tomatis theory of audio-psycho-phonology and the listening training program. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1988.

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16

J, Sawyer Diane, and Fox Barbara J, eds. Phonological awareness in reading: The evolution of current perspectives. New York: Springer-Verlag, 1991.

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17

Reading), Child Language Seminar (1996 University of. Issues in normal and disordered child language: From phonology to narrative : proceedings of the Child Language Seminar, the University of Reading, 1996. Reading: Faculty of Education and Community Studies, University of Reading, 1999.

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18

Ott, Susan. Feld - fällt - fehlt: Untersuchungen zur Phonologie-Morphosyntax-Schnittstelle bei Kindern und Erwachsenen. Potsdam: Universitätsverlag Potsdam, 2012.

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19

Karen, Deeny, and Upton Graham 1944-, eds. Sound practice: Phonological awareness in the classroom. London: D. Fulton Publishers, 1997.

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20

Vihman, Marilyn May. Phonological development: The origins of language in the child. Cambridge, Mass: Blackwell, 1996.

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21

Sullivan, Anthea E. Sound change in progress: A study of phonological change and lexical diffusion, with reference to glottalization and r-loss in the speech of some Exeter schoolchildren. Exeter: University of Exeter Press, 1992.

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22

Romonath, Roswitha. Phonologische Prozesse an sprachauffälligen Kindern: Eine vergleichende Untersuchung an sprachauffälligen und nichtsprachauffälligen Vorschulkindern. Berlin: Edition Marhold, 1991.

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23

Strong, Carol J. Strong rhythms and rhymes: Language and literacy development through sentence combining. Eau Claire, Wis: Thinking Publications, 1999.

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24

Applications of phonological analysis: A programmed learning text. San Diego, Calif: College-Hill Press, 1985.

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25

1918-, Liberman Isabelle Y., Brady Susan A, and Shankweiler Donald 1934-, eds. Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, N.J: Erlbaum Associates, 1991.

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26

A, Dinnsen Daniel, and Gierut Judith A. 1955-, eds. Optimality theory, phonological acquisition and disorders. London: Equinox, 2007.

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27

Shriberg, Lawrence D. Natural process analysis (NPA): A procedure for phonological analysis of continuous speech samples. New York: Macmillan, 1986.

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28

Muʻjam iṣṭilāḥāt al-iʻāqah al-nuṭqīyah wa-al-samʻīyah. al-Rabāṭ: Dār Abī Raqrāq lil-Ṭibāʻah wa-al-Nashr, 2009.

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29

Hodson, Barbara Williams. Targeting intelligible speech: A phonological approach to remediation. 2nd ed. Austin, Tex: Pro-Ed, 1991.

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30

Children's Phonology Sourcebook. Speechmark Publishing Ltd, 1996.

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31

(Foreword), Kim Grundy, ed. Children's Phonology Sourcebook. Speechmark Publishing Ltd, 1997.

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32

Children's Phonology Diorders (pathways and patterns). 2nd ed. american speech-language hearing asso, 1994.

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33

Children's phonology disorders: Pathways and patterns. 2nd ed. Rockville, Md: American Speech-Language-Hearing Association, 1994.

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34

(Editor), Susanna Evershed Martin, ed. Working with Children's Phonology (Working with). Speechmark Publishing Ltd, 1999.

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35

(Editor), Susanna Evershed Martin, ed. Working with Children's Phonology (Working with). Speechmark Publishing Ltd, 1989.

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36

Association, American Speech-Language-Hearing, and Child Phonology Linguistics Mini-Institute (1982 : Rockville, Md.), eds. Children's phonology disorders: Pathways and patterns : conference proceedings. Rockville, Md: American Speech-Language-Hearing Association, 1985.

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37

1950-, Stanovich Keith E., ed. Children's reading and the development of phonological awareness. Detroit: Wayne State University Press, 1988.

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38

Normal and Disordered Phonology in Children. Pro ed, 1992.

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39

Lleó, Conxita. Bilingualism and Child Phonology. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935345.013.53.

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The present article poses some fundamental questions related to bilingualism and to the acquisition of two phonological components, by very young children. It discusses different types of bilingualism and their outcomes. After a brief consideration of alleged pros and cons of bilingualism brought up in the past decades, two perspectives of bilingualism are sketched—psycholinguistic and sociolinguistic—and certain aspects of bilingual child phonology are presented from each of these points of view. The essential issue is whether different outcomes of bilingual child phonology are predictable, and to find the crucial criteria to support the predictions. Finally, the discussion addresses some basic questions about bilingual acquisition, and ends with a summary of various types of cross-linguistic interaction.

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40

Goad, Heather. Phonological Processes in Children’s Productions. Edited by Jeffrey L. Lidz, William Snyder, and Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.4.

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This chapter examines ways in which children’s phonological processes converge with and diverge from those attested in adult grammars. Processes in segmental and prosodic phonology are examined. The starting point is the formal literature, where children’s grammars are typically viewed as systems that respect the same principles and constraints as adult grammars. As children are shown to display unexpected patterns in development from the perspective of adult language typology, a central question that is addressed is whether children’s systems differ in fundamental ways from adult grammars or whether unexpected patterns in production can be explained by examining how perceptual and motor development interface with the acquisition of an adult-like phonological grammar.

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41

Acquisition of Maya Phonology. Taylor & Francis Group, 2018.

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42

Vihman, Marilyn May. Phonological Templates in Development. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198793564.001.0001.

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Based on cross-linguistic data from several children each learning one of eight languages and grounded in the theoretical frameworks of usage-based phonology, exemplar theory, and Dynamic Systems Theory, this book explores the patterns or phonological templates children develop once they are producing 20–50 words or more. The children are found to begin with ‘selected’ words, which match some of the vocal forms they have practised in babbling; this is followed by the production of more challenging adult word forms, adapted—differently by different children and with some shaping by the particular adult language—to fit that child’s existing word forms. Early accuracy is replaced by later recourse to an ‘inner model’ of what a word can sound like; this is a template, or fixed output pattern to which a high proportion of the children’s forms adhere for a short time, before being replaced by ‘ordinary’ (more adult-like) forms with regular substitutions and omissions. The idea of templates developed in adult theorizing about phonology and morphology; in adult language it is most productive in colloquial forms and pet names or hypocoristics, found in informal settings or ‘language at play’. These are illustrated in some detail for over 200 English rhyming compounds, 100 Estonian and 500 French short forms. The issues of emergent systematicity, the roles of articulatory and memory challenges for children, and the similarities and differences in the function of templates for adults as compared with children are central concerns.

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43

Smith, Neilson V. Acquisition of Phonology: A Case Study. Cambridge University Press, 2010.

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44

Exploring the structure of phonological processing in kindergarten children. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1996.

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45

Smit, Ann Bosma. Articulation and Phonology Resource Guide for School-Age Children and Adults. Singular, 2003.

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46

Cuda, Rae, and Sarah Willard. Quick Pix for Phonology: Early Developing Sound Patterns. Knowledge Exchange, 1999.

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47

Ota, Mitsuhiko. Prosodic Phenomena. Edited by Jeffrey L. Lidz, William Snyder, and Joe Pater. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.013.5.

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Prosodic phenomena such as stress, tone, and intonation have been the focus of much developmental research as well as theoretical work in phonology. This review presents an overview of research that explores the relationship between the development of prosodic phenomena and linguistic models of phonological structure, particularly, metrical stress theory and autosegmental phonology. The review surveys what is currently known about the developmental course of stress, tone, and intonation in infants and children, introduces research that investigates the role of organizational principles of phonological structure in the acquisition of these prosodic phenomena, and discusses the evidence and arguments for this approach toward understanding phonological acquisition.

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48

Klein, Edward S. Clinical Phonology: Assesment and Treatment of Articulation Disorders in Children and Adults. Singular, 1995.

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49

Straight, H. Stephen. Acquisition of Maya Phonology: Variation in Yucatec Child Language. Taylor & Francis Group, 2018.

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50

Straight, H. Stephen. Acquisition of Maya Phonology: Variation in Yucatec Child Language. Taylor & Francis Group, 2020.

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