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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DNaming 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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Howell, Janet. "The metalinguistic awareness of phonologically disordered and normally developing children : a comparative study." Thesis, University of Newcastle Upon Tyne, 1989. http://hdl.handle.net/10443/143.
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The rhyming and segmentation tasks were readministered twelve months after the first experiments. The subject groups showed equivalent development in both tasks and the patterns of significant correlations obtained in the initial experiments were repeated. The results are discussed in relation to models of phonological acquisition and word production. Particular emphasis is given to the child's ability to pay attention to acoustic cues as a possible requirement for successful performance on rhyming and segmentation tasks and in the acquisition of phonology. It is suggested that therapeutic intervention directed towards developing metalinguistic awareness is an appropriate therapeutic strategy for the remediation of phonologically disordered children. The association between metalinguistic awareness and phonological disorder found in this investigation suggest that it is an area worthy of more investigation and possible directions for further research are suggested.
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Sumdangdej, Suthee. "Input and the acquisition of suprasegmental phonology in English by Thai school children." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2479/.
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This thesis discusses an experimental study whose aim was to find out whether English pronunciation teaching can be improved in Thai schools, where English has recently been introduced at the primary level. The main study was first underpinned by a baseline study conducted to confirm the low level of achievement in English phonology in Thailand. Data were collected from a relatively small cross-section of Thai English learners (34 in total) from three levels: beginning (primary school), intermediate (secondary school), and advanced (university, both English majors and non-English majors). The results from the baseline study helped guide the direction of the experimental study. Results revealed that all across-levels, Thai learners share similar problems in English pronunciation including 1) mispronouncing the clusters in English either in initial or final position; 2) not pronouncing the final sound of English words; and 3) misstressing disyllabic and multi-syllabic English words. These non- target pronunciations lead to undesirable unintelligibity (Kenworthy, 1978). The thesis next considers the reasons for such problems and the conclusion is that this is due to the variety of English Thai learners are exposed to, that is from Thai teachers whose accents deviate from native English speakers (see Young-Scholten, 1995).How pronunciation is dealt with in Thailand inspired the main study. The experiment exposed two groups of learners to two types of English language lessons presented on tape, with voices of English native speakers the same age as the Thai learners. One type of lesson involved only primary linguistic input, similar to how a language is naturally learned (through interaction with English native speakers) and the other added awareness raising to this. Both lessons minimized the use of Thai. The content of the lessons was based on English syllable structure and primary stress and included 60 English words from the Thai national curriculum. These lessons were implemented with two different groups of 23 and 27 Thai first year primary school learners not yet exposed to English. The idea of investigating young learners was based on the grounds that the introduction of English to Thai learners has recently shifted to primary school. As a control group, a class of 30 learners who were the same age and at the same class level was selected to represent those who were learning English in Thai school fashion. Each experimental group had a 20-25 minute lesson every day for four weeks with the experimenter after a pre-test was administered. A control group who were learning English from Thai teachers received five to ten minutes of additional general tuition a day. Production test results from an immediate post-test and a one-month delayed post-test indicated the experimental groups performed significantly better on English syllable structure and stress than the control group. The errors produced showed the experimental group learners were similar in development to how first language learners of English acquire their native language and also closer to approximating the target language when compared with the control group. The study showed that both types of lessons using recorded native speakers input for the development of English phonology seemed to work equally well with young Thai learners. This indicates that pronunciation teaching for Thai learners can straightforwardly be improved. The large-scale development of lessons is recommended where the primary source of language input is from recordings from native speakers similar to those implemented with the two experimental groups.
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Sauval, Karinne. "Apprentissage de la lecture et phonologie : implication du code phonologique dans la reconnaissance de mots écrits chez l'enfant." Thesis, Lille 3, 2014. http://www.theses.fr/2014LIL30045/document.
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Nous avons examiné à travers cinq études le rôle de la phonologie dans la reconnaissance de mots écrits chez des enfants tout-venant plus ou moins avancés dans l’apprentissage de la lecture. Pour cela, nous avons utilisé le paradigme de l’amorçage dans des versions visuelles, auditives et intermodales. Ce paradigme, à ce jour peu utilisé dans les études chez l’enfant, permet d’étudier, en temps réel et de manière précise, les processus phonologique et orthographiques engagés dans la reconnaissance de mots. Les études 1 et 2 montrent que chez les jeunes lecteurs, les représentations phonologiques du langage oral sont impliquées dans la lecture silencieuse de pseudomots, dans un format trait phonétique et dans la reconnaissance de mots familiers écrits, dans un format phonémique. L’étude 3 indique que le code phonologique contribue à la reconnaissance des mots de manière stable entre le CE2 et le CM2. Néanmoins, lorsque les représentations orthographiques sont peu spécifiées, la contribution du code phonologique est plus importante. Les études 4 et 5, en amorçage masqué visuel phonologique (O-P+ vs O-P-) et ortho-phonologique (O+P+ vs O+P-), montrent qu’au cours de la reconnaissance de mots familiers, les représentations phonologiques sont activées de manière automatique et ce dès le CE2. En revanche, l’activation automatique des représentations orthographiques semble apparaître plus tardivement dans le développement (CM2). Nos résultats suggèrent que lorsque le processus orthographique est fonctionnel mais pas encore pleinement efficace (CE2), la reconnaissance des mots écrits bénéficie de l’activation phonologique alors que, lorsque le processus est pleinement efficace (CM2), la reconnaissance des mots bénéficie de l’activation orthographique. Il semble donc que le développement du processus d’activation automatique des représentations phonologiques et le développement du processus d’activation automatique du lexique orthographique soient indépendants, le premier se développerait pleinement avant le secondWe conducted five studies to examine the role of phonological code in visual word recognition in children more or less advanced in learning to read. For that, we used the priming paradigm (in visual, auditory and inter modalities). This paradigm allows to study on-line and in precise manner, phonological and orthographic processes engaged in visual word recognition. The studies 1 and 2 indicate that, in Grade 3 and Grade 5, speech representations are involved in silent reading of pseudowords, in phonetic feature format and in visual familiar word recognition, in phonemic format. The study 3 indicates that phonological code contributes to visual word recognition in stable manner through Grade 3 and Grade 5. Nevertheless, when lexical orthographic representations are not well specified, phonological contribution is greater. The studies 4 and 5, in phonological (O-P+ vs O-P-) and ortho-phonological (O+P+ vs O+P-) visual masked priming, show that familiar visual word recognition involves phonological representations in automatic manner from Grade 3 to Grade 5. In contrast, automatic activation of orthographic representations seems to develop later (Grade 5). These results suggest that when orthographic process is functional but not fully effective (Grade 3), visual word recognition benefits from phonological activation whereas when orthographic process is fully effective (Grade 5), visual word recognition benefits from orthographic activation. That suggests that development of phonological automatic activation and development of orthographic automatic activation are independent. The process of phonological automatic activation is entirely developed earlier than the process of orthographic automatic activation
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Hide, Megan Jayne. "Treatment effects on cluster development in the speech of 4-year-old children with speech disorder." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1447.
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Purpose: This study examined the effectiveness of two differing interventions to improve the consonant cluster production in six children aged 4-5 years with concomitant speech sound disorder and expressive language difficulty. Method: Participants were selected for the study based on a high incidence of consonant clusters errors in their speech production. All participants had at least 75% of their cluster production attempts in error in their initial speech sample. The participants were randomly assigned to receive 24 hours of either a phonological awareness intervention with integrated speech targets (Gillon & Moriarty, 2005), or a morphosyntax intervention which alternated therapy sessions for language and speech targets (Haskill, Tyler, & Tolbert, 2001) Each intervention was administered in two blocks of 6 weeks separated by a 6-week therapy break. Hour-long small group intervention sessions were attended twice weekly by all participants. Consonant cluster productions were assessed using speech probes and standardised speech assessments. These were administered pre-intervention, post-intervention, and at follow-up 3 months post-intervention. These measures were compared to identify any improvement in (a) word-initial cluster accuracy as a result of /s/ clusters being targeted in the phonological awareness intervention;(b) word-final cluster accuracy as a result of word-final morphemes being targeted in the morphosyntax intervention; and (c) cluster element accuracy as a result of improved production of the phonemes as singletons. Results: The data supported the hypotheses that targeting word-initial clusters in the phonological awareness intervention would lead to improvements in accuracy for target /s/ clusters, non-target /s/ clusters and singleton fricatives. Improvements in production of /s/ clusters, singleton fricatives, and untreated consonant + liquid clusters were significant for all participants in this intervention type. The improvement for word initial /s/ clusters was greater than for the treatment group who received morphosyntax intervention. The data was less convincing for the hypothesis that word-final cluster production would improve following intervention for word-final morphemes in the morphosyntax intervention. Although there was improvement in word-final production for two of the participants in this group, there were similar or greater improvements seen for the children who received phonological awareness intervention in which word-final clusters were not targeted. The data supported the final hypothesis that improved production of singletons following speech intervention for these phonemes would result in improved accuracy for the phonemes when attempted in the context of clusters. All participants had improved accuracy of cluster elements that had been singleton targets during intervention. Conclusion: The data showed that the Phonological Awareness intervention led to significant improvement in production of the target /s/ clusters, and generalised to increased accuracy for production of singleton fricatives, non-target /s/ clusters, and untreated consonant + liquid clusters. The Morphosyntax intervention resulted in less consistent improvement in production for target word-final clusters. In this programme, word-final clusters were implicitly treated through language intervention for word-final morphemes. The data indicates that improvement in consonant cluster production is facilitated when using explicit teaching methods to introduce and practice consonant clusters during intervention with children with speech sound disorder.
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Banos, Smith Helen. "Phonological awareness, literacy and bilingualism." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343434.
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Miller, Sherri Lynn. "Percentage of phonological process usage in expressive language delayed children." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4204.
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Language delay and phonological delay have been shown to coexist. Because they so often co-occur, it is possible that they may interact, sharing a relationship during the child's development. A group of children who were "late talkers" as toddlers, achieved normal development in their syntactic ability by the preschool period. Because their language abilities are known to have increased rapidly, data on their phonological development could provide information on the relationship between phonological and syntactic development.
The purpose of this study was to compare the percentage of phonological process usage of the eight most commonly used simplification processes in four-year-old expressive language delayed (ELD) children, children with a history of slow expressive language development (HX), and normally developing (ND) children. The questions this study sought to answer were: do ELD children exhibit a higher percentage of phonological process usage than ND children, and are HX children significantly different in their percentage of phonological process usage than ND and/or ELD children.
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Fox, Annette V. "The acquisition of phonology and the classification of speech disorders in German-speaking children." Thesis, University of Newcastle Upon Tyne, 2000. http://hdl.handle.net/10443/973.
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Phonological acquisition has been a major research topic for the past three decades. Several different theoretical concepts, accounting for the course of phonological acquisition, have emerged. While all these theories agree the need to explain language-specific differences during the course of development, they all also strongly argue for a universal pattern. This thesis aims to provide evidence for phonological theory in a cross-linguistic context by examining monolingual children acquiring German as their native language. A cross-sectional study of 177 normally developing children aged 1;6 to 5; 11 was found to generally support the concept of universality but also showed significant acquisition differences especially in comparison with English, a closely related language. It will be argued that to date only the concept of phonological saliency (So & Dodd, 1994; Zua Hua & Dodd, 2000) is able to fully explain language-specific findings. However, evidence for phonological theory cannot only be validated by using data from developmental cross-linguistic studies but also from data describing phonologically disordered children. The nature of the errors made and also the children's developmental history might provide information concerning the prerequisites for normal speech development and the cognitive processes involved in speech perception and production. ... This thesis will argue that developmental speech disorders of unknown origin follow a language-independent course that is constrained by a universal pattern. On the basis of normative data for any language investigated, it should be possible to detect universal subgroups of speech disorders across languages. The clinical implication of this conclusion is that therapy techniques can be applied cross-linguistically.
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Kan, Ting Yan Rachel. "Development of Cantonese as a heritage language in children : experiments in phonology and morphosyntax." Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22279/.
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This dissertation examines the development of Cantonese in young heritage speakers (age of testing 3;10–12;3) in New York City. These heritage speakers were raised speaking predominantly Cantonese at home, but were exposed to English (the majority language) from a young age. The research investigates whether they were acquiring Cantonese in the same way as Cantonese-English peers in Hong Kong, where Cantonese is the majority language, and which factors contributed to stronger abilities in the heritage language. The two groups of participants were compared in terms of tone discrimination, phono- logical production, and classifier production. The results showed that the heritage speakers discriminated between Cantonese tones less accurately, and that they spoke with lower native-likeness and lower comprehensibility. They were comparable to the participants in Hong Kong in producing the classifier structure, but were less able to use the appropriate classifier form. In the heritage speakers, age of testing predicted tone discrimination, and age of arrival and the amount of Cantonese input and output predicted classifier selection, but no other tested factors showed significant effects on the measures of Cantonese ability. These findings indicate that young heritage speakers do not acquire Cantonese in the same way as majority language speakers, although they can still be undergoing development. The data presented in this dissertation provides a comparison of two groups of bilingual Cantonese speakers, and illustrates the individual differences among heritage speakers.
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Jennings, Patricia Joan. "A comparison of the phonological skills of late talking and normal toddlers." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4082.
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In the present study, the speech of twenty-four normally speaking toddlers and twenty-eight late talking toddlers was analyzed with respect to the syllable structures produced during a speech sample. The groups were matched with regard to age, sex, and socio-economic status, all passed a hearing screening, and all scored at least 85 on the Bayley Scales of Infant Development.
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Mahura, Olebeng. "The acquisition of Setswana phonology in children aged 3;0 – 6;0 years : a cross-sectional study." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13207.
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Includes bibliographical references.This study aimed to describe the typical development of speech in first language Setswana speaking children. Thirty-six children, aged 3;0 – 6;0 years, attending preschools in Hebron in the North-West Province of South Africa, participated in the study. The objectives of the study were documenting the children’s ability to produce consonants and vowels, different syllable structures, as well as the nature of phonological processes occurring at various ages. The study followed a cross-sectional design with six children grouped into each six month age band. Due to the preliminary and exploratory nature of the project, an assessment tool was developed and used to document speech development in Setswana-speaking children. This was done as none is currently available. Words and pictures selected for this assessment tool were culturally and linguistically appropriate for the study population, and an expert panel was used to ensure this. Assessments were transcribed online by a first language Setswana speaker using the IPA convention and were audio-recorded and re-transcribed by the same Setswana speaker to ensure reliability. Findings of this study indicate that the majority of Setswana consonants are acquired by 3;0 years. The rounded alveolar trill /rw/ is among the phonemes which continue to develop after 6;0 years, particularly in the penultimate syllable. Phonological processes found in the speech of younger children mainly occur in multisyllabic words and include deletion of marked and unmarked syllables, gliding of liquids, assimilation, as well as the simplification of -Cw- digraphs and words with five syllables. Older children (5;6 – 5;11 years) present with fewer phonological processes than the younger group of children (3;0 – 5;5 years). Findings of the study are discussed in relation to normative data from other languages, and in particular to those belonging to the same language group such as Sesotho. Knowledge of Setswana speech development will better equip Speech-Language Therapists working in Southern Africa to assess and manage speech difficulties in Setswana-speaking children. Future research may focus on developing a standardised Setswana speech assessment tool. The results contribute to an increasing body of locally relevant information about the typical development of children’s speech.
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Almusawi, Hashemiah Mohammed Sayed Shubber. "The role of phonology, morphology and dialect in reading Arabic among hearing and deaf children." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:dd3a9e2a-7322-4ad7-9f32-913780e743b1.
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Phonological and morphological awareness are shown to be predictors of hearing and deaf children's literacy achievements in various languages, and Arabic is assumed to be no different. However, this might not be the case for two reasons. Firstly, the linguistic context of the Arab world is characterised by diglossia, i.e. the use of two different varieties of the same language in different settings. Hearing and orally educated deaf children will therefore encounter the vernacular variety of Arabic outside school, but are introduced to literacy in the more prestigious variety of Standard Arabic during instruction in school. Secondly, Arabic orthography has two forms: a fully vowelised script, which is typically taught in the first two years of school, and a non-vowelised script, which is the form of the written language widely used in society. This study specifically aims to investigate whether phonological and morphological awareness are independent predictors of the emergent literacy achievement of hearing and orally educated deaf Kuwaiti children. This is in addition to the question of whether children's awareness of the two language forms, i.e. their dialect awareness, contributes to their literacy achievement and to their levels of phonological and morphological awareness. This investigation was carried out longitudinally through a number of phonological, morphological and dialect awareness measures utilised as predictors of literacy outcome skills of word reading, word spelling, pseudo-word decoding and reading comprehension. Variances of age and general cognitive ability were controlled for throughout all the analyses undertaken. The results for the first target group of hearing children (N = 78, aged 6; 2 years) indicated a significant superiority of phonological awareness as the predominant predictor of all literacy skills across grade levels one and two. Morphological awareness was a predictor of first- graders' spelling ability, and was subsequently implemented to predict all the literacy skills of second-graders. Dialect awareness was a predictor of the word reading and reading comprehension ability only for second-graders, and its mediational effect was revealed when it was seen to significantly reduce the effect of phonological and morphological awareness on second-graders' reading skills after being examined as a control measure. The results for the second target group of orally educated deaf children (N = 34, aged 7; 6 years) indicated that phonological, morphological and dialect awareness were varyingly significant independent predictors of the subjects' literacy skills. A mediational effect of dialect awareness on the predictive link between morphological awareness and word spelling outcome was also evident. Although the prediction association between literacy predictor and outcome measures was mostly consistent and similar across both groups, exceptions in the predictive pattern revealed that the deaf children were at a disadvantage in developing language awareness skills that facilitate efficient mapping of speech into the written form. These findings are discussed in terms of language-general and language-specific properties. The outcomes offered by the current study cannot imply a cause-and-effect association, but allow for constructive identification of literacy predictors and assist in clarifying possible implications for children's literacy capabilities. As the strengths and needs of the examined groups have been clearly recognised, future investigations of causal and mediational analyses will validate the current findings about the Arabic diglossic phenomenon, and additionally specify an appropriate response in terms of practical educational plans.
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Phoon, Hooi San. "The Phonological Development of Malaysian English Speaking Chinese Children: A Normative Study." Thesis, University of Canterbury. Communication Disorders, 2010. http://hdl.handle.net/10092/4336.
Full textAbstract:
The lack of culturally appropriate norms for assessing the speech and language status of Malaysian children has been an ongoing issue in Malaysia. At present, there are no normative data against which to assess the phonological skills of Malaysian children. Malaysian Chinese children are usually bilingual or multilingual. They acquire English, Mandarin Chinese and Malay during their preschool years. English that is used in Malaysia is commonly recognized as Malaysian English (MalE). MalE has distinctive phonological characteristics that are different from those of so-called Standard English (SE). However, the variations of MalE may not be completely understood by many speech-language pathologists (SLPs) in Malaysia, and this may lead to difficulty in differentiating speech differences resulting from MalE dialectal features and true speech disorders. As well as establishing speech norms for MalE speaking children, information is needed about the current assessment practices of the phonological development of MalE speaking children. Three studies were carried out for the present thesis.
The first study was designed to provide insight into Malaysian SLPs’ perspectives on the current use of articulation and phonology assessments in the country. It reports the results of a survey of 38 Malaysian SLPs in term of the types of articulation and phonological assessments currently used, SLPs’ perceptions about the adequacy and accuracy of current articulation and phonological assessment in meeting clinical needs, the experiences of SLPs in using current articulation and phonological assessments, as well as their perception of the need for further research in the areas of articulation and phonology. The findings indicated that informal articulation or phonological assessments were widely used. Only a minority of the respondents used standardized articulation or phonological assessments. The majority of the respondents felt that the lack of locally developed standardized tests and the utilization of informal assessments of articulation and phonology in their clinics did not provide accurate diagnoses or intervention plans. They felt that there was a need for collecting phonological developmental data and creating articulation and phonology assessments for Malaysian children.
The second study was designed to identify characteristics of the consonant and vowel inventories of MalE as well as phonetic realizations of speech sounds, by investigating the speech production of ten adult Chinese speakers of MalE. The participants were asked to read a list of 206 single words which contained all expected MalE consonants, consonant clusters and vowels. These speech sounds were sampled in several different words and in different syllable-word positions. This study goes beyond previous studies of MalE phonology by using a quantitative auditory phonetic analysis. The characteristics observed were first categorized according to their frequency of occurrence and then further grouped into categories based on the possible influences of British English or American English as well as local Malaysian languages (Mandarin Chinese and Malay) and dialects. The interference patterns within MalE resulting from the influence of local languages and Chinese dialects were also discussed. The phonological features of MalE which converged with developmental phonological processes in SE children were explored. An understanding of the phonological features and realizations of MalE speech sounds is important because this will help speech-language pathologists to differentiate dialectal phonological features exhibited by MalE speaking children from phonological differences and disorders.
The third study which was also the major study of this thesis was designed to provide valid and reliable normative data for the phonological development of MalE speaking Chinese children between the ages of 3 and 7 years. This study provided a description of the children’s phonological system in MalE in terms of i) age of acquisition of speech sounds, ii) speech sound accuracy and iii) phonological process use. 264 typically developing English speaking Malaysian Chinese children between the ages of 3 and 7 years were recruited to participate in this cross-sectional study. In a pilot study, eleven words were eliminated from the list used in the second study, leaving a list of 195 words which sampled consonants, consonant clusters and vowels in various syllable-word positions and phonotactic structures. The words were illustrated and presented colourfully in composite pictures to elicit a large and well-controlled single word speech sample. All the speech data gained were transcribed phonetically and analyzed quantitatively. The findings revealed that MalE children’s speech sound accuracy was underestimated when MalE dialectal features were not taken into consideration. MalE speaking children exhibited phonological acquisition patterns that were both similar and different to SE. The differences found were mainly due to the cross-linguistic effects of Mandarin Chinese and Malay which were acquired at the same time by MalE speaking children. The influence of Mandarin Chinese and Malay appeared to accelerate or delay the phonological acquisition of MalE based on phonetic similarity theory.
The findings of the present study highlight the need to consider MalE dialectal features in the phonological analysis of MalE speaking children. The differences in phonological acquisition of MalE and SE indicate that the norms of SE are not suitable to be used for MalE speaking children. This study will provide useful and locally appropriate normative developmental data on phonological acquisition for MalE speaking Chinese children. Speech-language pathologists in Malaysia will be able to use it as a guideline in assessing and treating clients with articulation and phonological disorders. In addition, these normative developmental data are a prerequisite to the eventual establishment of a phonological assessment tool specifically designed for MalE.
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Sugden, Eleanor, Elise Baker, Natalie Munro, A. Lynn Williams, and false Carol Trivette M. "Service Delivery and Intervention Intensity for Phonology-Based Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4595.
Full textAbstract:
Background When planning evidence‐based intervention services for children with phonology‐based speech sound disorders (SSD), speech and language therapists (SLTs) need to integrate research evidence regarding service delivery and intervention intensity within their clinical practice. However, relatively little is known about the optimal intensity of phonological interventions and whether SLTs’ services align with the research evidence.
Aims The aims are twofold. First, to review external evidence (i.e., empirical research evidence external to day‐to‐day clinical practice) regarding service delivery and intervention intensity for phonological interventions. Second, to investigate SLTs’ clinical practice with children with phonology‐based SSD in Australia, focusing on service delivery and intensity. By considering these complementary sources of evidence, SLTs and researchers will be better placed to understand the state of the external evidence regarding the delivery of phonological interventions and appreciate the challenges facing SLTs in providing evidence‐based services.
Methods & Procedures Two studies are presented. The first is a review of phonological intervention research published between 1979 and 2016. Details regarding service delivery and intervention intensity were extracted from the 199 papers that met inclusion criteria identified through a systematic search. The second study was an online survey of 288 SLTs working in Australia, focused on the service delivery and intensity of intervention provided in clinical practice.
Main Contributions There is a gap between the external evidence regarding service delivery and intervention intensity and the internal evidence from clinical practice. Most published intervention research has reported to provide intervention two to three times per week in individual sessions delivered by an SLT in a university clinic, in sessions lasting 30–60 min comprising 100 production trials. SLTs reported providing services at intensities below that found in the literature. Further, they reported workplace, client and clinician factors that influenced the intensity of intervention they were able to provide to children with phonology‐based SSD.
Conclusions & Implications Insufficient detail in the reporting of intervention intensity within published research coupled with service delivery constraints may affect the implementation of empirical evidence into everyday clinical practice. Research investigating innovative solutions to service delivery challenges is needed to provide SLTs with evidence that is relevant and feasible for clinical practice
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Sugden, Eleanor, Elise Baker, Natalie Munro, A. Lynn Williams, and Carol M. Trivette. "Service Delivery and Intervention Intensity for Phonology‐Based Speech Sound Disorders." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5557.
Full textAbstract:
Background When planning evidence‐based intervention services for children with phonology‐based speech sound disorders (SSD), speech and language therapists (SLTs) need to integrate research evidence regarding service delivery and intervention intensity within their clinical practice. However, relatively little is known about the optimal intensity of phonological interventions and whether SLTs’ services align with the research evidence. Aims The aims are twofold. First, to review external evidence (i.e., empirical research evidence external to day‐to‐day clinical practice) regarding service delivery and intervention intensity for phonological interventions. Second, to investigate SLTs’ clinical practice with children with phonology‐based SSD in Australia, focusing on service delivery and intensity. By considering these complementary sources of evidence, SLTs and researchers will be better placed to understand the state of the external evidence regarding the delivery of phonological interventions and appreciate the challenges facing SLTs in providing evidence‐based services. Methods & Procedures Two studies are presented. The first is a review of phonological intervention research published between 1979 and 2016. Details regarding service delivery and intervention intensity were extracted from the 199 papers that met inclusion criteria identified through a systematic search. The second study was an online survey of 288 SLTs working in Australia, focused on the service delivery and intensity of intervention provided in clinical practice. Main Contributions There is a gap between the external evidence regarding service delivery and intervention intensity and the internal evidence from clinical practice. Most published intervention research has reported to provide intervention two to three times per week in individual sessions delivered by an SLT in a university clinic, in sessions lasting 30–60 min comprising 100 production trials. SLTs reported providing services at intensities below that found in the literature. Further, they reported workplace, client and clinician factors that influenced the intensity of intervention they were able to provide to children with phonology‐based SSD. Conclusions & Implications Insufficient detail in the reporting of intervention intensity within published research coupled with service delivery constraints may affect the implementation of empirical evidence into everyday clinical practice. Research investigating innovative solutions to service delivery challenges is needed to provide SLTs with evidence that is relevant and feasible for clinical practice.
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Perigoe, Christina Barris. "Effectiveness of two phonologic speech training strategies for hearing-impaired children." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41748.
Full textAbstract:
Two experiments studied the effectiveness of Imitation and Listener Uncertainty as speech training techniques for profoundly hearing-impaired children. In the first study, a single-subject design was employed with two children who were trained on /$ int$/ and /r/ in words using alternating treatments. Results showed short term benefits for both treatments, but better retention and better generalization to spontaneous speech for the Listener Uncertainty approach. In the second study, 33 children were matched as closely as possible and randomly assigned to the Imitation Group, Listener Uncertainty Group or Control Group. Students in the treatment groups were trained on fricatives in words, phrases and sentences. Plosives were used as control phonemes. Results indicated significant improvement on production of trained and untrained words for both treatments, with higher scores for Listener Uncertainty. However, there was no difference between the treatment groups and control group on ability to generalize target sounds to spontaneous speech. Effects of context and phoneme position were also examined.
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Fawcett, Kelly M. "Spelling Development in Young School Age Children." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3873.
Full textAbstract:
Previous research investigations in the area of spelling development have adopted
two approaches, the broad approach and the narrow approach. The broad approach
suggests that spelling develops in sequential stages whereas the narrow approach focuses
on individual linguistic patterns. However, research findings have revealed that children’s
spellings do not exhibit errors pertaining to specifically one stage or reflecting one
linguistic element, yet a research void exists in resolving how these two approaches
might intermix.
This study examined the spelling errors of typically developing children in first
through fourth grades (N = 400) to determine the quantitative and qualitative differences
in misspellings among grade levels. Each grade level had an equal representation of
children (N = 100) and male and female participants. The spelling errors were extracted
from two writing samples completed by the children, a narrative and expository sample.
In an attempt to combine the broad and narrow approaches, a coding system was
designed to evaluate the linguistic category (phonological, orthographic, morphological)
and specific features (letter name spelling, vowel error, digraph, etc.) of the spelling
errors.
The findings revealed a significant interaction between grade level and error type
for phonologically-based spelling errors (1
st graders made more errors than 2nd and 4th
graders) and a greater number of morphological errors was noted in 4
th vs. 2nd grade. No
significant effects were noted for writing genre or gender. Analysis of performance
patterns for specific linguistic category errors within and across grade levels revealed that
all four grade levels committed the most phonological errors in the PSE (phonological –
silent /e/) and PSON (phonological – sonorant clusters) categories. The OLN
(orthographic – letter name) and ODI (orthographic – digraph) errors also occurred
frequently in all four grades with first graders demonstrating significantly more
occurrences of the OLN than ODI error. Morphological findings revealed that first
graders made significantly more MINF (morphological – inflection) than MHOM
(morphological – homonym) errors and all four grades had significantly more MINF than
MCON (morphological – contraction) errors. A qualitative analysis regarding the most
frequently misspelled words and most frequently encountered codes was also performed.
The clinical and educational implications of these findings are discussed.
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Wiggins, Khalyn I. "Spelling Errors in Children with Autism." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3475.
Full textAbstract:
The goal of this study was to examine the spelling errors of children with Autism Spectrum Disorder (ASD) when asked to spell morphologically complex words. Specifically, this study sought to determine if percent accuracy across morphological areas would be similar to patterns noted in typical developing children, correlate with participant age, and correlate to performance on standardized measures of achievement. Additionally, the study wanted to highlight the types of errors made by children with ASD on homonyms and the specific linguistic patterns noted when spelling derivational and inflectional word types.
Participants included 29 children diagnosed with Autism, PDD-NOS, and Asperger’s Disorder, ages 8-15 years. The spelling protocol consisted of 36 words differing in morphological complexity, including homonyms, inflections and derivations. The derivational categories included: no shift, orthographic shift, phonologic shift, and orthographic + phonologic shift words (Carlisle, 2000). Spelling errors were analyzed both quantitatively and qualitatively. The qualitative analysis used a unique coding system, the Phonological, Orthographic, and Morphological Analysis of Spelling (POMAS; Silliman et al., 2006), which identified both the linguistic category of an error, as well as the specific linguistic feature in error.
Results indicated that the spelling errors of children with ASD seemed to follow a developmental pattern that was similar to typically developing children (Carlisle, 1988; 2000). To be specific, phonologic and orthographic+phonologic shift categories evidenced significantly more errors than the no shift, orthographic shift, and inflections categories, which were not significantly different from each other. As expected, academic achievement, as measured by letter-word decoding, spelling, and age, were correlated with morphological spelling ability.
Findings supported the use of the POMAS as a coding measure sensitive to spelling error patterns found in children with ASD. Several common feature errors emerged including: 1) vowel errors, 2) consonant deletions, 3) letter doubling, 4) derivational suffix errors, and 5) whole word substitutions. Overall, this heterogeneous group of spellers fit into three profiles of spelling ability: 1) competent spelling ability, 2) morphologically challenged spellers, and
3) generally challenged spellers. Hence, qualitative investigations of spelling errors play a crucial part in the characterization of spelling skill in children with ASD.
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Bernhardt, Barbara May. "Application of nonlinear phonological theory to intervention with six phonologically disordered children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30562.
Full textAbstract:
The purpose of this investigation was to examine the utility of nonlinear phonological frameworks for designing and executing an intervention program with phonologically disordered children. Six such children between the ages of 3 and 6 years participated in the study three times a week over three consecutive six-week blocks.
The following general questions were addressed:
1. Will nonlinear phonological frameworks help to predict logical and attainable intervention goals for phonologically disordered children?
2. Are the separate prosodic and segmental levels of representation of nonlinear phonology psychologically real?
3. If the 'prosodic tier' has some observable clinical reality, will there be a difference in proportion and rate of syllable/word shapes acquired as a result of intervention methods that contrast the onset and rime versus those that utilize the mora a constituent?
4. If the 'segmental/melodic tier' has some observable independence, is there any advantage to be gained from targeting specified features at 'higher' versus lower' levels in the feature hierarchy in phonemic inventory intervention?
An alternating block, mulitiple baseline design (counterbalanced over six single subjects) provided an opportunity to investigate the above questions. Within each six-week block, three week periods were devoted in turn to prosodic (syllable structure) training and segmental training. Prosodic subblocks were divided into two four-session sunblocks to contrast developmental change for targets presented as moraic constituents versus onset-rime constituents. Segmental
periods were divided into two four-session subblocks to contrast developmental change for features from higher and lower levels in the feature hierarchy.
Analyses during and after the study demonstrated the following with respect to the four research questions:
1. The nonlinear frameworks provided a logical model for deriving attainable intervention goals. All of the children became intelligible by the end of the project as a result of attaining the goals determined by nonlinear phonological theory.
2. Rate of attainment of syllabic and segmental goals differed, with a faster rate of change for syllabic goals overall, suggesting independence of segmental and prosodic tiers, and possible dominance of the prosodic tier. Interactions between tiers were also observed, suggesting that they are interdependent as well as autonomous.
3. Moraic and onset-rime condition quantitative results were virtually equivalent, but some qualitative differences appeared which had relevance for the each of the theories with respect to status of the onset, word-final consonants, and epenthesis.
4. Higher level features in the feature hierarchy tended to be acquired before lower level features.
The nonlinear phonological frameworks stimulated a successful intervention study. Evidence gained through this study in turn contributes to the understanding of the nonlinear constructs.Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Fricke, Silke. "Phonological awareness skills in German speaking preschool children." Idstein : Schulz-Kirchner, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2946256&prov=M&dok_var=1&dok_ext=htm.
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Jarrar, Haneen. "Language acquisition in children with autism in the Arab world : evidence from processes of phonology, semantics, syntax and pragmatics." Thesis, Goldsmiths College (University of London), 2015. http://research.gold.ac.uk/11251/.
Full textAbstract:
The studies described in this thesis are the first to investigate the use of diagnostic and language tests developed in the western world in an Arab autism clinic. This chapter will provide contextual information and will begin by giving a historical overview of the developments in diagnostic criteria, and clinical and language assessment methods that followed Kanner’s first description of autism in 1943. Research findings that have informed our current understanding of language abilities in autism in the western world are discussed. Finally, prevalence and methods of autism assessment in the Arab world will be considered and the aims of the thesis will be described.
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Boer, Jennifer Margaret. "Acquisition of Phonology in a Creole Tok Pisin-Speaking Population of Highlands Children, Papua New Guinea: A Preliminary Study." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/82085.
Full textAbstract:
This first clinical linguistic study in Papua New Guinea supports emerging speech-language pathology services. It examines Tok Pisin consonant acquisition in 80 multilingual Highlands children, aged three to six. Children's consonant phonetic and phonological inventories and use of developmental processes were studied.
Results showed higher mean percentage consonants correct and fewer processes with age, featuring variation within and between age groups. The influence of both substrate language and creolisation were evident in consonant use.
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Luan, Hui, and 欒輝. "The role of morphological awareness among Mandarin-speaking and Cantonese-speaking children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36210638.
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Griffith, Lori Jean. "Normative study of phonological process patterns of preschool children as measured by the Assessment of phonological processes, revised." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/3740.
Full textAbstract:
The questions this study sought to answer were: Do normally developing children exhibit phonological process deviations; what is the frequency of occurrence of each phonological process deviation by age group; and does the number of phonological process deviations and the average total frequency of occurrence of phonological process deviations decrease as age increases?
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Alexander, Beverly. "A comparison of the time taken to administer and analyze phonologic and phonetic tests." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3854.
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The purpose of this study was to determine if the time it takes to complete a phonological test was significantly different than the time it takes to complete a phonetic test. It was hoped this study would identify an instrument that the public school speech-language pathologist could use more effectively and efficiently to analyze phonologically-impaired children.
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Chan, Lai Man Florence. "The acquisition of aspect markers by Cantonese speaking children in Hong Kong." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/115.
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Yeung, Lau-luk Margery. "On the effect of Cantonese (L1) phonological awareness on the acquisition of English (L2) phonology among primary students in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B3828022X.
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Erikson, Jessie Alise. "Phonological Transfer during Word Learning: Evidence from Bilingual School-Age Spanish-English-Speaking Children." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613100.
Full textAbstract:
Purpose: This study examines potential cross-linguistic effects on accuracy of codas in newly learned English-like nonwords produced by bilingual Spanish-English-speaking children. Methods: Forty-two bilingual Spanish-English-speaking second-graders (age 7-9) were matched individually with monolingual peers on age (+/- 6 months), sex, and percentile score on the Goldman-Fristoe Test of Articulation (GFTA-2; Goldman & Fristoe, 2000), and matched for group on mother's level of education. Participants named various sea monsters as part of computerized word-learning games. Sixteen syllable-final coda consonants were analyzed for accuracy. These were drawn from thirteen nonwords distributed across five word-learning tasks. Results: Bilingual children were less accurate than monolingual children in production of both shared and unshared codas, though the gap was greater for unshared codas. Both bilingual and monolingual children were more accurate in production of shared codas than unshared codas. Conclusion: The results suggest that native language phonotactics influence accuracy of coda production in bilingual Spanish-English-speaking school-age children during word learning. Influences of native phonology on word learning could potentially impact academic achievement through vocabulary learning in the classroom.
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Bergman, Betsy Ann. "Occurrence of Phonological Processes Within Two Pragmatic Categories in Normal and Speech-Delayed Children." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4532.
Full textAbstract:
Research into the eventual suppression of phonological processes among children has centered on the influence of phonetic context and semantic-syntactic factors. Researchers have described various factors that would account for the variability found in normal and speech-delayed children's use of phonological processes. Researchers have found associations between phonological process use and language form and content, although there is a paucity of information pertaining the effect of language use on phonological performances. This study examined the phonological process use within two pragmatic functions-assertiveand responsive utterances-used by 15 normally developing and 15 speech-delayed 3-year-olds. These groups were matched for age, sex, and socioeconomic status, all passed a hearing screening at 25 dB and scored at least 85 on the Bayley Scales of Infant Development or the Stanford-Binet Intelligence Scale. A 10-minute parent/child speech sample of each 3-year-old was orthographically and phonetically transcribed. Each first occurrence utterance was coded as either assertive or responsive, depending on the particular. pragmatic function it served. Percentage of phonological process use was determined for both groups within each pragmatic category, after analysis in the Pepper Program. Data were analyzed for significant differences between the two groups in the percentage of phonological processes used within the assertive and responsive categories. Results indicated that the speech-delayed group used more processes in both categories, although pragmatic function of the utterances did not have a significant effect on percentage of phonological processes used by either group. It was noted that children in the speech-delayed group were only mildly delayed, thus making them fairly intelligible to their listeners. Both groups were more assertive than responsive and used longer utterances during assertive speech acts; however, neither factor appeared to have any bearing on their phonological performances. It was concluded that the two groups appeared to show no significant difference in their phonological performances when comparing one pragmatic category to the other. Results indicated that the assertive speech acts examined held no motivation factors that influence the phonological performance of normal or mildly speech-delayed 3-year-old when compared to responsive speech acts.
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Murray, Candace Jane. "Reading Abilities and Phonological Skills of Second Grade Children with Three Different Language Histories: Normal, Delayed, and Chronically Delayed." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5152.
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This study was part of the Portland Language Development Project, a longitudinal study of early expressive language delay. Its purpose was twofold. The first was to examine phonological and reading abilities in second grade children with a history of language delay. The second purpose was to examine the relationship between phonological processing abi1ities and reading skills in these children. Second grade children were assigned to one of three groups, based on their history and current Development Sentence Score (DSS) score: (a) normal language (NL), those with more than 50 words at 20-34 months and above the tenth percentile on the DSS; (b) history of delay, but currently normal expressive language (HX), those with fewer than 50 words at 20-34 months and above the tenth percentile on the DSS; and (c) history of delay with continued performance below normal (ELD), those with fewer than 50 words at 20-34 months and below the tenth percentile on the DSS. The children were evaluated by means of the Reading Recognition and Reading Comprehension subtests of the Peabody Individual Achievement Test (Dunn & Mackwardt, 1970), three complex phonological production tasks, and the Lindamood Auditory Conceptualization Test (LAC) (Lindamood & Lindamood, 1979), which assesses phonological awareness. This study compared the reading and phonologica1 scores of the three groups to determine if there are any significant differences. The results showed no significant differences in reading abilities. There were significant differences on the complex phonological task of naming pictures, between the NL and HX group, and there were significant differences on the LAC, between the NL group and the ELD group, and between the HX group and the ELD group. Reading and phonological scores of the children with a history of late talking were correlated, using a regression analysis to determine whether reading recognition and reading comprehension could be predicted from the phonological production and LAC tasks. The LAC was the only variable that correlated with the Reading Recognition or Reading Comprehension subtests. The LAC accounted for 39% of variance of the Reading Recognition score, and 27% of the variance of the Reading Comprehension score.
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Johnson, Christine. "Analyzing Spelling Errors by Linguistic Features among Children with Learning Disabilities." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6269.
Full textAbstract:
In order to spell fluently and accurately, phonology, orthography, and morphology must be integrated and stored into long term memory (Berninger & Richards, in press; Berninger, Nagy, Tanimoto, Thompson, Abbott, 2015). Children with dysgraphia, dyslexia, and OWL-LD have specific deficits in linguistic processing that impede the cross-mapping of these linguistic elements. This study analyzes the frequency and nature of spelling errors produced by children with dysgraphia, dyslexia, and OWL-LD during an academic writing task in order to determine if known deficits in linguistic processing affect the type and severity of spelling errors made by these children.
The present study analyzed error severity and frequency of spelling errors produced by children with dysgraphia (n=13), dyslexia (n=17), or OWL-LD (n=5) during the academic writing tasks obtained in the Berninger et al. (2015) study. In the previous study, students read or listened to computerized lessons about basic mathematical concepts and then typed summaries of what they learned. For the current study, all spelling errors made during the typed summary writing tasks were extracted and analyzed using the Phonological, Orthographic, Morphological Assessment of Spelling (POMAS) and then recoded with POMplexity (a measure of error severity) to determine the severity and frequency of spelling errors made in the linguistic categories of phonology, orthography, and morphology.
Results indicated that the students did not differ in error severity by diagnostic category. However, a qualitative analysis using the POMAS revealed that children from different diagnostic categories produced different types of errors. With respect to error frequency, only students with dysgraphia made significantly fewer errors than students with OWL-LD, and all participants, regardless of diagnostic category produced more errors in typed summaries following the reading condition.
These results are consistent with previous research indicating that children with learning disabilities do not produce deviant spelling errors when compared to typically-developing, age-matched peers or typically-developing, spelling-matched peers (Silliman, Bahr, and Peters, 2006, among others). The current results demonstrate that the spelling errors of children with learning disabilities reflect the expected linguistic breakdowns in cross-code mapping, and that children with learning disabilities may display these spelling deficits beyond an appropriate age.
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Mau, Pui-sze Priscilla, and 繆佩詩. "Cross-language transfer of phonological awareness in Chinese-English bilinguals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36889301.
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Bostelman, Tiffany J. "The Effects of Rhyme and Music on the Acquisition of Early Phonological and Phonemic Awareness Skills." Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281545878.
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Ryan-Laszlo, Catherine Marie. "Certain Phonological Skills in Late Talkers." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4625.
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While there is general agreement among researchers in the field of language and learning disabilities upon the language hypothesis for reading failure, little research has been explored concerning the relationship between the phonological production skills of preschool children and the same children's prereading abilities in kindergarten. This study examined two aspects of phonological skill (a) the relationship of early phonological production errors and later success on phonological awareness and general prereading skill, and (b) determining if prereading deficits in a group of children with a history of lanquage delay reside specifically in the phonological awareness items or the prereading score in general. The subjects used for this study included 29 "normal" talkers and 30 "late talkers", as determined by the Language Development survey (Rescorla, 1989) when the subjects were between 20-34 months. When the subjects were three years old, a language sample was obtained and later phonemically transcribed from audio tape and entered into the PEPPER computer program to compute the percentage consonants correct (PCC) for each child. The subjects were later evaluated during their kindergarten year for reading readiness, using the Developmental Skills Checklist. This study found that Late Talkers have significantly lower PCCs than there normal talking peers at age three, but their PCCs do not predict their prereading or phonological awareness skills at kindergarten. Phonological awareness was further investigated in terms of supraseqmental and segmental levels of phonological awareness, there was no significant difference between the groups on either level of phonological awareness. However, there was a nonsignificant trend (p
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Yeung, Lau-luk Margery, and 楊柳綠. "On the effect of Cantonese (L1) phonological awareness on the acquisition of English (L2) phonology among primary students in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B3828022X.
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Lacoste, Véronique. "Learning the Sounds of Standard Jamaican English : Variationist, Phonological and Pedagogical Perspectives on 7-Year-Old Children's Classroom Speech." Montpellier 3, 2008. http://www.theses.fr/2008MON30109.
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Cette thèse de doctorat est une étude phonologique et phonétique de l'anglais jamaïcain "normé" (Standard Jamaican English) et de son apprentissage par des enfants de 7 ans en milieu scolaire. Son approche variationniste permet de contraster la prononciation de ces enfants à celle de leurs professeurs qui représentent un modèle linguistique à reproduire. L'acquisition de la forme orale de cette norme est examinée à l'intérieur d'un cadre typique de production-reproduction, essentiel à l'enseignement des sons d'une langue cible. Les caractéristiques phonologiques étudiées concernent les groupes consonantiques finaux, les contrastes acoustiques de la durée des voyelles en position finale (accompagnés d'observations sur quelques aspects de l'accent toniqueutilisés en classe), et le système vocalique. La thèse s'inscrit dans le cadre théorique du Paradigme Variationniste et Quantitatif (élaboré notamment par William Labov), des théories fondées sur les usages (le Usage-based Model de Joan Bybee, entre autres) et de la théorie des Exemplaires (Exemplar Model). L'intégration d'hypothèses émises par ces modèles permet de montrer les mécanismes d'apprentissage d'un exemplaire phonétique et, par extension, le développement de la conscience socio-linguistique, qui est en partie stimulée chez les enfants par la variation socio-stylistique rencontrée dans leur environnement linguistique immédiat, c'est-à-dire à travers le discours de leur professeur en classe. Ces domaines confortent l'existence d'information de type phonétique et probabiliste dans les représentations lexicales des locuteurs-apprenants. En outre l'aspect linguistique de la thèse, l'étude de la relation entre pédagogie et usage oral de la variété "normée" permet de mieux comprendre le processus d'apprentissage de cette variété à l'école primaire, et propose au Ministère de l'Éducation de la Jamaïque une nouvelle base de données essentielle pour affiner le profil phono-lexical des enfants de 7 ans, à un âge où leur situation socio-linguistique se développe considérablementThis thesis investigates variation in the classroom speech of 7-year-old children learning Standard Jamaican English (SJE) as a second language in three rural Jamaican primary schools. I employ variationist, quantitative methods to measure their (and their teachers) production of two salient classroom speech variables : word-final (-t, -d) consonant clusters and word-final vowel duration contrasts (including exaggeration of the stress correlates, and vowel quality). The children's reproduction of targeted speech is studied within a modelling-replication framework : Grade 2 teachers use certain speech patterns to mark SJE and/or Classroom speech, with a view to stimulating the children's awareness of the relationship between these patterns and the context of usage to which they appropriately belong - that is, according to style. The theorical framework of the thesis pertains to the Variationist and Quantitative Paradigm as elaborated by William Labov, the Usage-based Model proposed by Joan Bybee and her colleagues, and the Examplar Model. The incorporation of hypotheses advanced by these models eases one's understanding of the learning mechanisms of phonetic exemplars in class, and by extension, the children's development of sociolinguistic awareness, which is partly stimulated by socio-stylistic variation that they encounter in their immediate linguistic environment, i. E. Primarily through their teachers's speech. These research domains support the existence of phonetic and probabilistic information in speakers's mental representations. Beside the linguistic aspect of the thesis, the study of the relationship between pedagogy and spoken usage of SJE sheds light on the different learning mechanisms of this variety at the primary school level. It also provides the Jamaican Ministry of Education a novel database crucial for delineating the phono-lexical profile of 7-year-olds, at a stage where their socio-linguistic situation is developing considerably
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Spencer, Linda J. "The contribution of listening and speaking skills to the development of phonological processing in children who use cochlear implants." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/69.
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Haji, Ismail Nor Irlenwati Binti. "The development of Phonological Assessment Battery (PhAB) in Malay : validity, reliability and standardisation." Thesis, University of Exeter, 2011. http://hdl.handle.net/10871/9247.
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Many studies in the literature have shown the importance of phonological skills in the development of literacy, particularly in reading. The literacy difficulties evident in both languages; Standard Malay and English, is a concern in schools which requires systematic and appropriate assessment to identify children with poor phonological skills. In this study, the Phonological Assessment Battery (PhAB) was analysed to determine the extent it can be used with Malay speakers. It was developed, validated and tested for its reliability for the purpose of assessing phonological awareness. The modification of PhAB consisted of seven subtests translated to standard Malay (L2): Alliteration, Naming Speed, Rhyme, Spoonerisms, Fluency, Non-word Reading and Supplementary Alliteration. The three types of validity used in this study found that the modified PhAB is a valid tool to measure phonological awareness. The test-retest reliability showed that the modified PhAB is a useful tool for teachers and psychologists in Brunei and other countries where Malay is spoken. The MPhAB provides a basis for future intervention to improve reading difficulties amongst Bruneian children.
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Asher, Britteny Sue. "Examining the Relationship between Three Speech Features and Intelligibility Ratings of Black English Preschoolers as Judged by Standard English Listeners." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/4917.
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Linguistic diversification within our public schools has demanded professional responsibility from speech-language pathologists (SLPs) serving nonstandard English speaking students. Understanding and recognizing normal cultural linguistic differences is the responsibility of the SLP. This study focused on the relationship of three speech features to intelligibility ratings of 10 preschool aged Black English speakers as assigned by 4 licensed standard English speaking SLPs with varying experience. The SLPs also rated the perceived effect of these speech features (i.e., articulation, speaking rate, and resonance) on intelligibility. Using the Pearson product-moment correlation, ratings were correlated and found to demonstrate an association between intelligibility ratings and all three speech features assessed. To determine which speech feature affected intelligibility the most, a linear association using a stepwise regression was applied to all listeners' ratings. For 3 of the 4 listeners, the strongest association between intelligibility and articulation. Ratings of the 4th listener, the listener with the most experience(> 3 years) demonstrated the strong association between intelligibility and resonance. The listener with _the least amount of experience tended to assign higher severity ratings to ratings for intelligibility, rate, and resonance than did the other listeners. Findings from this study demonstrate a need for more studies within the area of Black English as well as further investigative studies to assess listeners' perception of dialectical differences based on the experience within linguistically different or similar communities. Various measures of intelligibility of Black English speakers should also be explored for more accurate assessment tools for this population. Clinical implications focus on the SLP's responsibility to be experienced and knowledgeable of the linguistic community they are serving.
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Wong, Mo-yee, and 黃慕儀. "The role of phonological and grammatical awareness in Hong Kong students' reading in English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37514945.
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Souza, Noemi Tamar Américo de. "Todos podem aprender: uma intervenção com crianças do 3º ano do Ensino Fundamental com atrasos na aprendizagem da linguagem escrita." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21445.
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This research has its origin in a question that is related to the great amount of children who reach the end of the 3rd year of elementary school, known as literacy cycle, without being able to read and write with proficiency. Studies have shown that performance in written language is directly related to the development of metalinguistic skills, more specifically phonological awareness, and that phonological-based pedagogical intervention programs have shown very positive results in reading and writing learning. So, the present study aimed to verify the impact of an explicit and systematic intervention composed of written language activities guided by phonic instruction with a group of children who, despite attending school for at least three years, had difficulties in their literacy process. Seven children enrolled in the 3rd year of primary education participated in this study of a public school in the city of São Paulo. The research was carried out in three phases: pre-test, intervention and post-test. evaluation of written language and phonological awareness were applied at the beginning and at the end of the intervention. The obtained results were transformed in percentage in order to verify the difference between the two moments of the research, before and after the intervention. The results showed that the intervention considerably improved the development of reading and writing abilities and phonological awareness in children, corroborating the results of previous researches
Esta pesquisa tem sua origem em uma questão relacionada à grande quantidade de crianças que chegam ao final do 3º ano do Ensino Fundamental, conhecido como ciclo de alfabetização, sem saber ler e escrever com proficiência. Estudos têm comprovado que o desempenho em linguagem escrita está diretamente relacionado ao desenvolvimento das habilidades metalinguísticas, mais especificamente a consciência fonológica, e que programas de intervenção pedagógica baseados na fonologia têm demonstrado resultados muito positivos na aprendizagem da leitura e escrita. Dessa forma, o presente estudo teve como objetivo verificar o impacto de uma intervenção, explícita e sistemática, composta por atividades de linguagem escrita guiadas por instrução fônica com um grupo de crianças que, apesar de frequentar a escola por no mínimo três anos, encontrava dificuldades em seu processo de alfabetização. Participaram deste estudo sete crianças matriculadas no 3º ano do Ensino Fundamental de uma escola da rede pública municipal situada na grande São Paulo. A pesquisa foi realizada em três fases: pré-teste, intervenção e pós-teste. Foram aplicadas provas de linguagem escrita e consciência fonológica no início e no final da intervenção. Os resultados obtidos foram transformados em porcentagem a fim verificar a diferença entre os dois momentos da pesquisa, antes e após a intervenção. Os resultados demonstraram que a intervenção propiciou consideravelmente o desenvolvimento das habilidades de leitura e escrita e consciência fonológica nas crianças, corroborando com resultados de pesquisas já realizadas