Journal articles: 'Phonological delay'

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Ha, Seunghee, and Minkyeong Pi. "Phonological Processing Skills of Children with Phonological Delay and Phonological Disorder." Communication Sciences & Disorders 27, no. 4 (December 31, 2022): 844–54. http://dx.doi.org/10.12963/csd.22932.

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Objectives: The purpose of this study was to examine the phonological processing skills between children with phonological delay and phonological disorder compared to those of typically developing children. This study aimed to explore whether children with phonological delay and phonological disorder show general or specific weakness on phonological processing skills and if the phonological processing skills can differentiate children with phonological delay from children with phonological disorder. Methods: The participants were 27 children with speech sound disorders (SSDs) and 20 typically developing children. Children with SSDs consisted of 10 children with phonological delay and 17 children with phonological disorder. The tasks for phonological processing skills involved phonological awareness at the levels of word, syllable, body-coda, and phoneme; phonological memory tests including nonword repetition and sentence repetition; and phonological retrieval through rapid automatized number naming test. Results: Children with phonological disorder showed significantly lower phonological awareness at word level than typically developing children and they also exhibited significantly lower nonword repetition than children with phonological delay as well as typically developing children. Both children with phonological delay and disorder performed less well on rapid automatized naming than typically developing children. Conclusion: This study suggests that children with phonological disorder are at higher risk for deficits in phonological processing, and their weakness in nonword repetition which taps phonological memory is more prominent than in children with normal speech or phonological delay.

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Waring, Rebecca, Patricia Eadie, Susan Rickard Liow, and Barbara Dodd. "Do children with phonological delay have phonological short-term and phonological working memory deficits?" Child Language Teaching and Therapy 33, no. 1 (July 26, 2016): 33–46. http://dx.doi.org/10.1177/0265659016654955.

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While little is known about why children make speech errors, it has been hypothesized that cognitive-linguistic factors may underlie phonological speech sound disorders. This study compared the phonological short-term and phonological working memory abilities (using immediate memory tasks) and receptive vocabulary size of 14 monolingual preschool children with phonological delay with individually matched peers with typical speech development. The immediate memory tasks examined forward recall of familiar words (pointing response), reverse recall of familiar words (pointing response), and reverse recall of digits (spoken response). The results indicated that children with typical speech development had larger receptive vocabularies and performed significantly better than children with phonological delay on all immediate memory tasks. Qualitative error analyses revealed that while the two groups made similar errors on the forward memory task, children with phonological delayed performed differently on reverse recall of spoken digits. These findings suggest a link between immediate memory and delayed phonological development.

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Rvachew, Susan, Michele Nowak, and Genevieve Cloutier. "Effect of Phonemic Perception Training on the Speech Production and Phonological Awareness Skills of Children With Expressive Phonological Delay." American Journal of Speech-Language Pathology 13, no. 3 (August 2004): 250–63. http://dx.doi.org/10.1044/1058-0360(2004/026).

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Children with expressive phonological delays often possess poor underlying perceptual knowledge of the sound system and show delayed development of segmental organization of that system. The purpose of this study was to investigate the benefits of a perceptual approach to the treatment of expressive phonological delay. Thirty-four preschoolers with moderate or severe expressive phonological delays received 16 treatment sessions in addition to their regular speech-language therapy. The experimental group received training in phonemic perception, letter recognition, letter-sound association, and onset-rime matching. The control group listened to computerized books. The experimental group showed greater improvements in phonemic perception and articulatory accuracy but not in phonological awareness in comparison with the control group.

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Waring, Rebecca, Susan Rickard Liow, Barbara Dodd, and Patricia Eadie. "Differentiating phonological delay from phonological disorder: Executive function performance in preschoolers." International Journal of Language & Communication Disorders 57, no. 2 (January 21, 2022): 288–302. http://dx.doi.org/10.1111/1460-6984.12694.

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Gonzales, Wendy, and Marie Tejero Hughes. "Libros en Mano: Phonological Awareness Intervention in Children’s Native Languages." Education Sciences 8, no. 4 (October 19, 2018): 175. http://dx.doi.org/10.3390/educsci8040175.

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The growing diversity in schools in the United States resulting from the rising number of English learners (ELs) has put more pressure on both children and teachers. Teachers are faced with the challenge of meeting the educational needs of culturally and linguistically diverse (CLD) learners, including the unique needs of CLD children with academic delays or disabilities. As early as preschool, many ELs are performing academically lower than their monolingual peers in literacy, and the gap can be even greater for ELs identified as having a delay or disability. However, providing explicit phonological awareness interventions in the child’s native language may help improve English reading outcomes and mediate the negative effects on reading achievement attributed to limited English proficiency. This intervention study looked at how a phonologically based emergent literacy intervention provided in Spanish to four EL preschoolers affected their emergent literacy and phonological awareness outcomes in English and Spanish. All of the children increased their overall emergent literacy and phonological awareness skills in both English and Spanish. The findings indicated that all four children showed some increase in English phonological awareness skills in both syllable segmentation and letter sound knowledge, while sound isolation and sound segmentation demonstrated mixed results across participants.

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Manipuspika, Yana Shanti. "Phonological Development of Children With Speech Delay." RETORIKA: Jurnal Ilmu Bahasa 5, no. 1 (April 29, 2019): 12–22. http://dx.doi.org/10.22225/jr.5.1.898.12-22.

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A case research is a valuable means of providing information about the outcomes of speech and language intervention. The present research aims at documenting phonological development of three subjects who were enrolled in a therapy. This descriptive, cross-sectional research aimed to document the phonological development of speech delayed children whose ages are between 2-4 years. The focus is also to determine the causes and treatment of children with speech delay. The results showed significant changes in two of the subjects’ speech production-the two-year-old H displayed an ability to produce imitative sounds and non-imitative ones; meanwhile, the four-year-old AK also performed perfect imitative sounds, yet she cannot produce nasalized coda. The three-year-old AR, however, could not produce meaningful speech. Evaluation revealed development of the three subjects were affected by the exposure to language at home. A younger age child performed better during the therapy sessions compare to the one in older age whose delay might be caused by early neglect. Speech therapy emphasized on the importance of imitation through a modeling activity in the session, so that the children could imitate the sound first while providing context through pictures.

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Olszewski, Arnold, Xigrid Soto, and Howard Goldstein. "Modeling Alphabet Skills as Instructive Feedback Within a Phonological Awareness Intervention." American Journal of Speech-Language Pathology 26, no. 3 (August 15, 2017): 769–90. http://dx.doi.org/10.1044/2017_ajslp-16-0042.

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Purpose This study evaluated the efficacy of an instructive feedback strategy for modeling letter names and sounds during presentation of positive feedback within a small-group phonological awareness intervention for preschoolers. Method Two experiments were conducted using multiple-baseline designs across children and behaviors. Letter name and sound identification and performance on a phonological awareness fluency measure served as the primary outcome variables. Six children completed Experiment 1. A progressive time delay was added to instructive feedback to elicit a response from the 9 children in the second experiment. Results In the first experiment, 6 children demonstrated gains on phonological awareness but not alphabet knowledge. With the addition of progressive time delay in the second experiment, all 9 children demonstrated gains on letter name and sound identification as well as phonological awareness skills. Conclusions Progressive time delay to prompt children's responses appears to bolster the effects of instructive feedback as an efficient strategy for modeling alphabet skills within a broader early literacy curriculum. Modeling alphabet skills did not detract from, and may have enhanced, phonological awareness instruction for preschoolers.

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GIERUT, JUDITH A., and MICHELE L. MORRISETTE. "Density, frequency and the expressive phonology of children with phonological delay." Journal of Child Language 39, no. 4 (December 19, 2011): 804–34. http://dx.doi.org/10.1017/s0305000911000304.

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ABSTRACTThe effect of word-level variables on expressive phonology has not been widely studied, although the properties of words likely bear on the emergence of sound structure (Stoel-Gammon, 2011). Eight preschoolers, diagnosed with phonological delay, were assigned to treatment to experimentally induce gains in expressive phonology. Erred sounds were taught using stimulus words that varied orthogonally in neighborhood density and word frequency as the independent variables. Generalization was the dependent variable, defined as production accuracy of treated and untreated (erred) sounds. Blocked comparisons showed that dense neighborhoods triggered greater generalization, but frequency did not have a clear differential effect. Orthogonal comparisons revealed graded effects, with frequent words from dense neighborhoods being optimal for generalization. The results contrast with prior literature, which has reported a sparse neighborhood advantage for children with phonological delay. There is a suggestion that children with phonological delay require greater than usual cue redundancy and convergence to prompt expressive phonological learning.

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GIERUT, JUDITH A., and MICHELE L. MORRISETTE. "Dense neighborhoods and mechanisms of learning: evidence from children with phonological delay." Journal of Child Language 42, no. 5 (October 31, 2014): 1036–72. http://dx.doi.org/10.1017/s0305000914000701.

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ABSTRACTThere is a noted advantage of dense neighborhoods in language acquisition, but the learning mechanism that drives the effect is not well understood. Two hypotheses – long-term auditory word priming and phonological working memory – have been advanced in the literature as viable accounts. These were evaluated in two treatment studies enrolling twelve children with phonological delay. Study 1 exposed children to dense neighbors versus non-neighbors before training sound production in evaluation of the priming hypothesis. Study 2 exposed children to the same stimuli after training sound production as a test of the phonological working memory hypothesis. Results showed that neighbors led to greater phonological generalization than non-neighbors, but only when presented prior to training production. There was little generalization and no differential effect of exposure to neighbors or non-neighbors after training production. Priming was thus supported as a possible mechanism of learning behind the dense neighborhood advantage in phonological acquisition.

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Lee, Chang H. "Test of the Phonological Recoding Hypothesis Using a Letter-Delay Task." Perceptual and Motor Skills 95, no. 2 (October 2002): 487–90. http://dx.doi.org/10.2466/pms.2002.95.2.487.

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In some English words is a silent letter in the letter strings, e.g., PSALM, This type of word provides room to manipulate phonological similarity against the words with a nonsilent letter in the corresponding position, e.g., PASTA, to test the phonological recoding hypothesis. Letter strings excluding the silent letter or the sounding letter, e.g., _salm and a phonological condition, _asta as an orthographic condition, were presented. A “psalm-type word” was processed faster than “pasta-type word,” indicating that phonology plays a leading role in word recognition.

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Gillon, Gail T. "The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment." Language, Speech, and Hearing Services in Schools 31, no. 2 (April 2000): 126–41. http://dx.doi.org/10.1044/0161-1461.3102.126.

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Purpose:This study investigated the efficacy of an integrated phonological awareness intervention approach for children with spoken language impairment (SLI) who demonstrated early reading delay. Ninety-one, 5- to 7-year-old New Zealand children participated in this study: 61 children with SLI and 30 children with typically developing speech and language skills. All of the children with language impairment exhibited expressive phonological difficulties and some also had delayed semantic and syntactic development.Method:The children with SLI participated in either: (a) an integrated phonological awareness program, (b) a more traditional speech-language intervention control program that focused on improving articulation and language skills, or (c) a minimal intervention control program over a 4 1/2-month time period.Results:Effects of the interventions on phonological awareness ability, reading performance, and speech production were examined. The children who received phonological awareness intervention made significantly more gains in their phonological awareness ability and reading development than the children receiving the other types of speech and language intervention. Despite significant delays in phonological awareness prior to training, children who received the phonological awareness intervention reached levels of performance similar to children with typically developing speech and language skills at post-test assessment. The phonological awareness intervention also improved the children's speech articulation.Clinical Implications:The findings suggest that integrated phonological awareness intervention may be an efficient method to improve phonological awareness, speech production, and reading development of children with SLI. Findings are discussed with reference to a speech-literacy link model.

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Shriberg, Lawrence D., Frederic A. Gruber, and Joan Kwiatkowski. "Developmental Phonological Disorders III." Journal of Speech, Language, and Hearing Research 37, no. 5 (October 1994): 1151–77. http://dx.doi.org/10.1044/jshr.3705.1151.

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Prior articles in this series provide a descriptive profile of 178 children with developmental phonological disorders (Shriberg & Kwiatkowski, 1994) and predictive correlates of short-term speech-sound normalization in 54 children (Shriberg, Kwiatkowski, & Gruber, 1994). The present article reports findings from a study of 10 children with developmental phonological disorders whose progress was followed at least once yearly for 7 years. Analyses characterize the sequence, rates, and error patterns of long-term speech-sound normalization in relation to developmental perspectives on the nature of children’s phonological disorders. Findings are interpreted to support the hypothesis of a critical period for speech-sound development, with long-term normalization of significant speech delay reaching a chronological age boundary at approximately 8.5 years.

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Naibaho, Lamhot. "Phonological Acquisition of A Child Suffering from Language Delay." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 2, no. 1 (June 6, 2016): 33–42. http://dx.doi.org/10.21009/ijlecr.021.14.

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This study deals with language acquisition which investigates the phonological acquisition of a child suffering from language delay. A case study design with cross-sectional survey type is used and it was conducted at Jl. Ujung Serdang, Komp. Cendana Asri No 21 Tanjung Morawa Medan, North Sumatera Indonesia, where a five year old child was chosen to be the subject. In collecting the data, this study applies documentation with audio visual recorder as the instrument of collecting data and the technique of data analysis used in this study was descriptive technique, then the data were described through the process of transcribing and reducing the data by the process of selecting, focusing, simplifying, transforming the transcripts of the data, then displaying the data and finally drawing the conclusions. The findings indicate that the subjects of this study who suffers from language delay in his five year old had mastered vocabularies covering noun, adjective, verb, and adverb, and the data show that he acquired more noun comparing to adjective, verb and adverb. In case of phonological acquisition, seven phonological processes were found: stopping process, fronting process, voicing process, clustering reduction process, deleting of final consonant process, deleting of unstressed process and reduplicating process. In expressing the language in his daily life, sometimes he used the body language to help him deliver the message.

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Naibaho, Lamhot. "Phonological Acquisition of A Child Suffering from Language Delay." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 2, no. 1 (June 6, 2016): 33–42. http://dx.doi.org/10.21009/ijlecr.021.04.

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This study deals with language acquisition which investigates the phonological acquisition of a child suffering from language delay. A case study design with cross-sectional survey type is used and it was conducted at Jl. Ujung Serdang, Komp. Cendana Asri No 21 Tanjung Morawa Medan, North Sumatera Indonesia, where a five year old child was chosen to be the subject. In collecting the data, this study applies documentation with audio visual recorder as the instrument of collecting data and the technique of data analysis used in this study was descriptive technique, then the data were described through the process of transcribing and reducing the data by the process of selecting, focusing, simplifying, transforming the transcripts of the data, then displaying the data and finally drawing the conclusions. The findings indicate that the subjects of this study who suffers from language delay in his five year old had mastered vocabularies covering noun, adjective, verb, and adverb, and the data show that he acquired more noun comparing to adjective, verb and adverb. In case of phonological acquisition, seven phonological processes were found: stopping process, fronting process, voicing process, clustering reduction process, deleting of final consonant process, deleting of unstressed process and reduplicating process. In expressing the language in his daily life, sometimes he used the body language to help him deliver the message.

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Ha, Seunghee, and Minkyeong Pi. "Effects of Word Length on Articulatory Accuracy in Children with Speech Sound Disorders." Communication Sciences & Disorders 27, no. 1 (March 31, 2022): 190–201. http://dx.doi.org/10.12963/csd.22878.

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Objectives: The purpose of this study was to investigate the word length effects in a 1-2-3 syllable string test in children with speech sound disorders (SSDs) and to examine whether the accuracy in the 1-2-3 syllable string test could differentiate subgroups of SSDs classified by linguistic symptomatology.Methods: The 1-2-3 syllable string test was administrated to a total of 161 children with SSDs from 3 years to 9 years 11 months of age. The children with SSDs were classified into four subgroups, articulatory disorders, phonological delay, consistent phonological disorder, and inconsistent phonological disorder. Accuracy in the 1-2-3 syllable string test was measured at word, phoneme, vowel, consonant, and target syllables; and compared among SSD subgroups.Results: The main effects of SSD subgroups and word length exhibited significances at word, phoneme, consonant, and target syllables levels. The interaction effect between subgroups and word length was also significant. Phonological delay and inconsistent phonological disorder revealed significant effects of word length; and in particular, children with inconsistent phonological disorders showed a significant increase of errors as the number of syllable in the test words increased.Conclusion: The results support the possibility that subgroups of SSDs can be differentiated based on accuracy and word length effect in a 1-2-3 syllable string test, which can be useful in identifying children showing inconsistent productions and sequencing difficulties.

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Morris, Helen, and Anne Ozanne. "Phonetic, Phonological, and Language Skills of Children with a Cleft Palate." Cleft Palate-Craniofacial Journal 40, no. 5 (September 2003): 460–70. http://dx.doi.org/10.1597/1545-1569_2003_040_0460_ppalso_2.0.co_2.

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Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

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Babatsouli, Elena, and Eleftheria Geronikou. "Phonological delay of segmental sequences in a Greek child’s speech." Clinical Linguistics & Phonetics 36, no. 7 (July 3, 2022): 642–56. http://dx.doi.org/10.1080/02699206.2021.2001574.

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Orsolini, Enzo Sechi, Cristina Maro, Margherita. "Nature of phonological delay in children with specific language impairment." International Journal of Language & Communication Disorders 36, no. 1 (January 2001): 63–90. http://dx.doi.org/10.1080/13682820119370.

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Orsolini, Margherita, Enzo Sechi, Cristina Maronato, Elisabetta Bonvino, and Alessandra Corcelli. "Nature of phonological delay in children with specific language impairment." International Journal of Language & Communication Disorders 36, no. 1 (January 1, 2001): 63–90. http://dx.doi.org/10.1080/13682820150217572.

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Hoffman, Paul R. "Synergistic Development of Phonetic Skill." Language, Speech, and Hearing Services in Schools 23, no. 3 (July 1992): 254–60. http://dx.doi.org/10.1044/0161-1461.2303.254.

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Fey (1985; reprinted 1992, this issue) described children’s disordered speech sound production using a combination of phonological and traditional articulatory constructs that are not specifically related to levels of language organization higher than the morpheme or word form. This theoretical viewpoint coincides with current testing and treatment procedures that focus on production, perception, and categorization of word pairs that have been selected by the clinician because of their phonological properties. This article will argue that such an approach is not necessarily the most efficacious for preschool children with phonological delay who also exhibit delayed semantic-syntactic development. A model of verbal communication that unites phonetic, phonological, and higher organizational levels will be described. Treatment strategies related to this model will be exemplified.

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Romski, Mary Ann, Sharon Ellis Joyner, and Rose A. Sevcik. "Vocal Communications of a Developmentally Delayed Child." Language, Speech, and Hearing Services in Schools 18, no. 2 (April 1987): 112–30. http://dx.doi.org/10.1044/0161-1461.1802.112.

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Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

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Williams, A. Lynn, and Mary Elbert. "A Prospective Longitudinal Study of Phonological Development in Late Talkers." Language, Speech, and Hearing Services in Schools 34, no. 2 (April 2003): 138–53. http://dx.doi.org/10.1044/0161-1461(2003/012).

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Purpose: This study involved prospective longitudinal data on 5 late talkers to provide information about the course of phonological development in order to identify possible predictors of delayed versus deviant development. Method: Five children (3 boys, 2 girls) were identified as late talkers and divided into a younger group and an older group. Each child was followed monthly for 10 to 12 months (22–33 months for the younger group and 30–42 months for the older group). Two types of monthly language samples (free play and elicited) were obtained to describe the individual courses of phonological development for each child. Independent and relational analyses were completed at each age to describe word-initial and word-final phonetic inventories, syllable structure, syllable diversity, percentage of consonants correct (PCC), sound variability, and error patterns. Results: The results indicated that 3 of the children resolved their late onset of speech by 33 to 35 months of age. In addition to quantitative factors, (e.g., limited phonetic inventory, lower PCC, and more sound errors), qualitative variables (e.g., atypical error patterns, greater sound variability, and slower rate of resolution) also were identified as potential markers of long-term phonological delay. Clinical Implications: This study provides information to clinicians so they can identify those children who are less likely to resolve their late onset of phonological development without direct intervention. Procedures are described for assessing early linguistic behaviors that incorporate independent and relational analyses on more extensive speech samples (elicited and free play). From these analyses, clinicians can examine quantitative and qualitative variables to differentiate phonological delay from deviance.

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Haelsig, Patricia Cahill, and Charles L. Madison. "A Study of Phonological Processes Exhibited by 3-, 4-, and 5-Year-Old Children." Language, Speech, and Hearing Services in Schools 17, no. 2 (April 1986): 107–14. http://dx.doi.org/10.1044/0161-1461.1702.107.

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The phonological processes exhibited by 3-, 4-, and 5-year-old children were evaluated using Phonological Process Analysis. Fifty children, 10 each in 5 age groupings, with no histories of speech-language delay or disorder served as subjects. It was found that the examined processes decreased as a function of age, although several processes were rarely used by any age group and no differences related to sex were apparent. The development patterns for specific processes are discussed.

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Velleman, Shelley L., and Carolyn B. Mervis. "Children With 7q11.23 Duplication Syndrome: Speech, Language, Cognitive, and Behavioral Characteristics and Their Implications for Intervention." Perspectives on Language Learning and Education 18, no. 3 (October 2011): 108–16. http://dx.doi.org/10.1044/lle18.3.108.

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7q11.23 duplication syndrome is a recently documented genetic disorder associated with severe speech delay, language delay, a characteristic facies, hypotonia, developmental delay, and social anxiety. Children with this syndrome demonstrate developmentally appropriate nonverbal pragmatic abilities in socially comfortable situations. Motor speech disorder (childhood apraxia of speech and/or dysarthria), oral apraxia, and/or phonological disorder, or symptoms of these disorders, are common, as are characteristics consistent with expressive language disorder. Intensive speech/language therapy is critical for maximizing long-term outcomes.

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Scarborough, Hollis S., and Wanda Dobrich. "Development of Children with Early Language Delay." Journal of Speech, Language, and Hearing Research 33, no. 1 (March 1990): 70–83. http://dx.doi.org/10.1044/jshr.3301.70.

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Four children with early language delays (ELD) were compared to a control group of 12 children with respect to their preschool language abilities from age 2 1/2 to 5 years and their verbal skills at the end of Grade 2. The language-delayed children each initially showed severe and broad impairments in syntactic, phonological, and lexical production. Over time, their deficits became milder and more selective, such that normal or nearly normal speech and language proficiency was exhibited by age 60 months. Nevertheless, when followed up 3 years later, three of the four cases were severely reading disabled. These findings are discussed with respect to prior findings and hypotheses about the sequelae of early language delay and the relationship of language development to reading achievement.

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LEE, CHANG H. "TEST OF THE PHONOLOGICAL RECODING HYPOTHESIS USING A LETTER-DELAY TASK." Perceptual and Motor Skills 95, no. 6 (2002): 487. http://dx.doi.org/10.2466/pms.95.6.487-490.

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Kwiatkowski, Joan, and Lawrence D. Shriberg. "Intelligibility Assessment in Developmental Phonological Disorders." Journal of Speech, Language, and Hearing Research 35, no. 5 (October 1992): 1095–104. http://dx.doi.org/10.1044/jshr.3505.1095.

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Fifteen caregivers each glossed a simultaneously videotaped and audiotaped sample of their child with speech delay engaged in conversation with a clinician. One of the authors generated a reference gloss for each sample, aided by (a) prior knowledge of the child’s speech-language status and error patterns, (b) glosses from the child’s clinician and the child’s caregiver, (c) unlimited replays of the taped sample, and (d) the information gained from completing a narrow phonetic transcription of the sample. Caregivers glossed an average of 78 of the utterances and 81 of the words. A comparison of their glosses to the reference glosses suggested that they accurately understood an average of 58 of the utterances and 73 of the words. Discussion considers the implications of such findings for methodological and theoretical issues underlying children’s moment-to-moment intelligibility breakdowns during speech-language processing.

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Barde, Laura H. F., and Sharon L. Thompson-Schill. "Models of Functional Organization of the Lateral Prefrontal Cortex in Verbal Working Memory: Evidence in Favor of the Process Model." Journal of Cognitive Neuroscience 14, no. 7 (October 1, 2002): 1054–63. http://dx.doi.org/10.1162/089892902320474508.

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Research on the functional organization of the lateral prefrontal cortex (PFC) in working memory continues to be fairly equivocal between two major frameworks: organization-by-process or organization-by-material. Although there is fairly strong evidence for organization-by-process models from event-related fMRI studies, some investigators argue that the nature of the stimulus material better defines the functional organization of the lateral PFC, particularly in more ventral regions (BA 47/45/44). Specifically, the anterior region of the ventrolateral PFC (BA 47/45) is hypothesized to subserve semantic processing while the posterior region (BA 44) may subserve phonological processing. In the current event-related fMRI study, we directly compared process-related versus material-related organizational principles in a verbal working memory task. Subjects performed a modified delayed response task in which they (1) retained a list of five words or five nonwords during the delay period (“maintenance”), or (2) performed a semantic (size reordering) or phonological (alphabetical reordering) task on the word or nonword lists, respectively (“manipulation”). We did not find evidence during the delay period of our task to support claims of anterior-posterior specializations in the ventrolateral PFC for semantic versus phonological processing. Subjects did, however, display greater neuronal activity during the delay period of manipulation trials than maintenance trials in both the dorsolateral PFC and posterior ventrolateral regions. These data are more consistent with the process model of the organization of lateral PFC in verbal working memory.

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Papagno, C., and G. Vallar. "Phonological Short-term Memory and the Learning of Novel Words: The Effect of Phonological Similarity and Item Length." Quarterly Journal of Experimental Psychology Section A 44, no. 1 (January 1992): 47–67. http://dx.doi.org/10.1080/14640749208401283.

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The investigation of a patient with a selective impairment of phonological short-term memory has recently provided evidence that this system may be involved in long-term learning of novel words, for which a pre-existing semantic representation is not available (Baddeley, Papagno, & Vallar, 1988). The present series of experiments in normal subjects explored this hypothesis. We assessed the effects of phonological similarity and item length, which reflect the operation of the phonological short-term store and the rehearsal component of verbal memory, upon paired associate long-term learning of auditorily presented words and non-words. Phonological similarity affected the learning of novel words more than known words (Experiment 1); when a delay was interposed between presentation and recall, the disruptive effect was confined to novel words (Experiment 2). Also word length disrupted the learning of novel words, but not of known words (Experiment 3). These results tie in with neuropsychological evidence to suggest a role for phonological short-term memory in the learning of new words, and they have developmental implications for the study of language acquisition.

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Nishiyama, Ryoji, and Jun Ukita. "Articulatory Rehearsal Is More Than Refreshing Memory Traces." Experimental Psychology 60, no. 2 (November 1, 2013): 131–39. http://dx.doi.org/10.1027/1618-3169/a000179.

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This study examined whether additional articulatory rehearsal induced temporary durability of phonological representations, using a 10-s delayed nonword free recall task. Three experiments demonstrated that cumulative rehearsal between the offset of the last study item and the start of the filled delay (Experiments 1 and 3) and a fixed rehearsal of the immediate item during the subsequent interstimulus interval (Experiments 2 and 3) improved free recall performance. These results suggest that an additional rehearsal helps to stabilize phonological representations for a short period. Furthermore, the analyses of serial position curves suggested that the frequency of the articulation affected the durability of the phonological representation. The significance of these findings as clues of the mechanism maintaining verbal information (i.e., verbal working memory) is discussed.

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Savic, Maja, Darinka Andjelkovic, Nevena Budjevac, and der Van. "Phonological complexity and prosodic structure in assessment of Serbian phonological development." Psihologija 43, no. 2 (2010): 167–85. http://dx.doi.org/10.2298/psi1002167s.

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In this research we investigate the relevance of phonological parameters in acquisition of Serbian language. Implementation of British Test of Phonological Screeing (TOPhS, van der Lely and Harris, 1999) has revealed that phonological complexity (syllabic and metrical structure) influences accuracy in non-word repetition task and could be used in assessment of phonological development of typically developing children, as well as of children with Grammatical Specific Language Impairment (G-SLI) (van der Lely and Harris, 1999; Gallon, Harris & van der Lely, 2007). Having in mind phonological properties of Serbian language (Zec, 2000, 2007), we hypothesized that several parameters can be used in assessment of phonological development in Serbian: a. onset (consonants cluster at the beginning of syllable; b. rime (consonant at the end of syllable). c. word of three syllables, and d. placement of stressed syllable in a word. Combination of these parameters gave us a list of 96 pseudo words of different levels of complexity. Participants were 14 adults and 30 children from kindergarten divided into three age groups (3, 4 and 5 years). Task for the participants was to loudly repeat every pseudo-word, and their reproduction was recorded. Transcription of their answers and coding of errors allowed us to analyze impact of different parameters on accuracy of phonological reproduction in children of different ages. The results indicate that the ability for reproduction of Serbian phonological properties develops in early preschool period. The most difficult is cluster of consonants at the beginning of syllable, and consonant at the end of syllable. These two parameters are even more difficult for reproduction in three-syllable words or in words that have more then one parameter marked. Placement of stress in a word is acquired even before 3 years. In other words, the results have shown that investigated features could be good indicators in assessment of early phonological development of typically developing children. Delay in their acquisition could reveal possible developmental difficulties.

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Pi, Minkyeong, and Seunghee Ha. "Risk Factors for Subtypes of Children with Speech Sound Disorders Classified by Linguistic Symptoms." Communication Sciences & Disorders 26, no. 4 (December 31, 2021): 884–96. http://dx.doi.org/10.12963/csd.21860.

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Objectives: The purpose of this study is to investigate 22 risk factors for speech sound disorders (SSDs) and to find out whether there are differences in risk factors for each subtype of SSDs of Dodd’s model.Methods: Sixty-two children with SSDs aged 3-9 years participated in the study, and 22 risk factors reported in literature were investigated through parental interviews and a nonverbal intelligibility test. Children with SSDs were divided into children with articulation disorders, phonological delays, and consistent/inconsistent phonological disorders.Results: As a result of the principal component analysis, 22 risk factors were classified into 1) language and gross motor development, 2) gender and early development, 3) otitis media with effusion, 4) socioeconomic status, and 5) family history. Among all risk factors, only general developmental delay around 2 years of age showed a significantly different frequency among subtypes of SSDs.Conclusion: This study directly investigated the risk factors of children with SSDs and classified a number of risk factors into five categories. This study suggests that if children show early general developmental delays, they should be closely monitored and early evaluation and interventions should be planned.

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Pedro, Cassandra Ferreira, Marisa Lousada, Andreia Hall, and Luis M. T. Jesus. "Visual stimuli in intervention approaches for pre-schoolers diagnosed with phonological delay." Logopedics Phoniatrics Vocology 43, no. 1 (April 3, 2017): 20–31. http://dx.doi.org/10.1080/14015439.2017.1307445.

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Stone, Maria, Key Dismukes, and Roger Remington. "Prospective memory in dynamic environments: Effects of load, delay, and phonological rehearsal." Memory 9, no. 3 (May 2001): 165–76. http://dx.doi.org/10.1080/09658210143000100.

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Luef, Eva Maria, Pia Resnik, and Tomáš Gráf. "Diffusion of Phonetic Updates within Phonological Neighborhoods." ELOPE: English Language Overseas Perspectives and Enquiries 19, no. 2 (December 31, 2022): 149–68. http://dx.doi.org/10.4312/elope.19.2.149-168.

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Phonological neighborhood density is known to influence lexical access, speech production and perception processes. Lexical competition is considered the central concept from which the neighborhood effect emanates: highly competitive neighborhoods are characterized by large degrees of phonemic co-activation, which can delay speech recognition and facilitate speech production. The study investigates phonetic learning in English as a foreign language in relation to phonological neighborhood density and onset density to see if dense or sparse neighborhoods are more conducive to the incorporation of novel phonetic detail. Also, the effect of voice-contrasted minimal pairs is explored. The results indicate that sparser neighborhoods with weaker lexical competition provide the most optimal phonological environment for phonetic learning. Moreover, novel phonetic details are incorporated faster in neighborhoods without minimal pairs. The results indicate that lexical competition plays a role in the dissemination of phonetic updates in the lexicon of foreign language learners.

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Pelczarski, Kristin M., Anna Tendera, Matthew Dye, and Torrey M. Loucks. "Delayed Phonological Encoding in Stuttering: Evidence from Eye Tracking." Language and Speech 62, no. 3 (July 6, 2018): 475–93. http://dx.doi.org/10.1177/0023830918785203.

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Stuttering is a multifactorial disorder that is characterized by disruptions in the forward flow of speech believed to be caused by differences in the motor and linguistic systems. Several psycholinguistic theories of stuttering suggest that delayed or disrupted phonological encoding contributes to stuttered speech. However, phonological encoding remains difficult to measure without controlling for the involvement of the speech-motor system. Eye-tracking is proposed to be a reliable approach for measuring phonological encoding duration while controlling for the influence of speech production. Eighteen adults who stutter and 18 adults who do not stutter read nonwords under silent and overt conditions. Eye-tracking was used to measure dwell time, number of fixations, and response time. Adults who stutter demonstrated significantly more fixations and longer dwell times during overt reading than adults who do not stutter. In the silent condition, the adults who stutter produced more fixations on the nonwords than adults who do not stutter, but dwell-time differences were not found. Overt production may have resulted in additional requirements at the phonological and phonetic levels of encoding for adults who stutter. Direct measurement of eye-gaze fixation and dwell time suggests that adults who stutter require additional processing that could potentially delay or interfere with phonological-to-motor encoding.

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Rafaat, Susan K., Susan Rvachew, and Rebecca S. C. Russell. "Reliability of Clinician Judgments of Severity of Phonological Impairment." American Journal of Speech-Language Pathology 4, no. 3 (August 1995): 39–46. http://dx.doi.org/10.1044/1058-0360.0403.39.

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Pairs of speech-language pathologists independently rated severity of phonological impairment for 45 preschoolers, aged 30 to 65 months. Children were rated along a continuum from normal to profound. In addition to judging overall severity of impairment, the clinicians provided separate ratings based on citation form and conversational samples. A judgment of intelligibility of conversational speech was also required. Results indicated that interclinician reliability was adequate (80% agreement) for older preschool-aged children (4-1/2 years and above) but that judgments by speechlanguage pathologists were not sufficiently reliable for children under 3-1/2 years of age 40% agreement). Children judged to have age appropriate phonological abilities were not clearly distinguishable from children judged to have a mild delay. Educating speech-language pathologists regarding the normative phonological data that are available with respect to young preschoolers, and ensuring that such data are readily accessible for assessment purposes, is required.

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Chai, Zhen. "Improving Early Reading Skills in Young Children Through an iPad App." Rural Special Education Quarterly 36, no. 2 (June 2017): 101–11. http://dx.doi.org/10.1177/8756870517712491.

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This study evaluated the effectiveness of using a researcher-developed iPad app with a 0- to 5-s constant time delay procedure to improve phonological awareness skills of young children with mild developmental delays in a small-group arrangement in a rural public elementary school in Southwest United States. The study was conducted using a multiple-probe design across three target phonemes and replicated with three young children. Results indicated all children not only improved their performance on their target phonemes but also learned some of their peers’ target phonemes through observational learning. Implications for using tablet computers in a small-group arrangement are discussed.

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Nixon, Philip, Jenia Lazarova, Iona Hodinott-Hill, Patricia Gough, and Richard Passingham. "The Inferior Frontal Gyrus and Phonological Processing: An Investigation using rTMS." Journal of Cognitive Neuroscience 16, no. 2 (March 2004): 289–300. http://dx.doi.org/10.1162/089892904322984571.

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Repetitive transcranial magnetic stimulation (rTMS) offers a powerful new technique for investigating the distinct contributions of the cortical language areas. We have used this method to examine the role of the left inferior frontal gyrus (IFG) in phonological processing and verbal working memory. Functional neuroimaging studies have implicated the posterior part of the left IFG in both phonological decision making and subvocal rehearsal mechanisms, but imaging is a correlational method and it is therefore necessary to determine whether this region is essential for such processes. In this paper we present the results of two experiments in which rTMS was applied over the frontal operculum while subjects performed a delayed phonological matching task. We compared the effects of disrupting this area either during the delay (memory) phase or at the response (decision) phase of the task. Delivered at a time when subjects were required to remember the sound of a visually presented word, rTMS impaired the accuracy with which they subsequently performed the task. However, when delivered later in the trial, as the subjects compared the remembered word with a given pseudoword, rTMS did not impair accuracy. Performance by the same subjects on a control task that required the processing of nonverbal visual stimuli was unaffected by the rTMS. Similarly, performance on both tasks was unaffected by rTMS delivered over a more anterior site (pars triangularis). We conclude that the opercular region of the IFG is necessary for the normal operation of phonologically based working memory mechanisms. Furthermore, this study shows that rTMS can shed further light on the precise role of cortical language areas in humans.

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Paul, Rhea, and Patricia Jennings. "Phonological Behavior in Toddlers With Slow Expressive Language Development." Journal of Speech, Language, and Hearing Research 35, no. 1 (February 1992): 99–107. http://dx.doi.org/10.1044/jshr.3501.99.

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Toddlers with slow expressive language development were compared to normally speaking age-mates on three global measures of phonological behavior: the average level of complexity of their syllable structures, the number of different consonant phonemes produced, and the percentage of consonants correctly produced in intelligible utterances. The groups were found to differ significantly on all three variables. Further analyses were done, breaking the groups down into narrower age ranges. These comparisons also revealed differences between late-talking and normal youngsters. Detailed analyses of the range of phonemes and syllable structures produced, as well as the appearance of phoneme classes within syllable structures and positions, revealed that late talkers showed a delayed rather than a deviant pattern of phonological development. The implications of these findings for identifying and monitoring expressive delay in toddlers are discussed.

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Kim, Shinyoung, Jinkyeong Son, and Dongsun Yim. "Effects of phonological awareness and phonological processing on language skills in 4- to 6-year old children with and without language delay*." Phonetics and Speech Sciences 12, no. 1 (March 2020): 51–63. http://dx.doi.org/10.13064/ksss.2020.12.1.051.

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Davis, Garry W. "Toward a Progression Theory of the Old High German Consonant Shift." Journal of Germanic Linguistics 20, no. 3 (September 2008): 197–241. http://dx.doi.org/10.1017/s147054270800007x.

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The preference for bimoraic stressed syllables in pre-Old High German necessitated the phonological restructuring of syllables with stressed, short vowels either by early implementation of open syllable lengthening (non-shifting dialects north of the Benrath line) or by triggering an autochthonous phonological shift of+t,+p,+kafter short vowels (shifting dialects). From there, the OHG dialects “progressed” though the rest of the shift in a largely parallel fashion. Asymmetry of the shift of+-pand+-kand geminate+-ppand+-kkwas caused by place bias, however, especially in the Rhenish dialects where tone accents could sometimes delay or block the shift of these segments. The greater susceptibility of the more marked labial and velar affricates (-pf- and −kx-) to weakening limited their later occurrence to dialects outside the Rhineland. The reanalysis of aspirated+t- [th],+p-[ph],+k-[kh] as affricates in initial position was possible only when the corresponding geminate had already shifted, exemplifying both the effects of place bias as well as a kind of phonological reanalysis Blevins (2004) calls “choice.”

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Radford, Nola T., and Betholyn Gentry. "Speech Delay in Seven Siblings with Unusual Sound Preferences." Perceptual and Motor Skills 85, no. 3 (December 1997): 1067–72. http://dx.doi.org/10.2466/pms.1997.85.3.1067.

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By the age of 8 years, children who are developing normally show almost adult speech skills. Children with serious phonological disorders, however, may exhibit significant differences in development well beyond the age of 8 years with little or no improvement in speech if therapy is not provided. This is a descriptive study of seven siblings, ranging in age from 6 to 14 years of age who had never attended school or received speech therapy until these ages. All of the children exhibited moderate to severe speech disorder with no evidence of predisposing genetic factors, hearing loss, physical abuse, or prenatal drug exposure. These cases, which would obviously be impossible to duplicate in a controlled study, provide strong support for the efficacy of speech therapy. Children with serious speech delays will not improve appreciably without direct intervention.

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Agustina, Pipit, and Yana Shanti Manipuspika. "Phonological Development in Child Language Acquisition: A Study of a Child with Speech Delay." Journal of English Language Teaching and Linguistics 7, no. 3 (December 3, 2022): 545. http://dx.doi.org/10.21462/jeltl.v7i3.926.

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<em>Children acquire language through interaction with other children, their parents, and their surroundings. Acquisition of language may influence children’s success at school. The language aspect that children acquire first is phonology. In acquiring language, children whose language development is slower than their peers may experience speech delay. Thus, the present study emerges to investigate the phonological development of a three-year-old child who is diagnosed with speech delay as well as to examine the factors that support the development. Using a qualitative approach, this study was a case study that employed a single participant. The results of the study indicated that the participant’s language ability developed significantly after several months of receiving therapy. He displayed an ability to produce imitative sounds and non-imitative ones. The spontaneous utterances were also meaningful compared to what he had before the therapy. The evaluation revealed that the development of the subject was affected by the exposure to language at home. Speech simulation and screen time limitation were keys to improving his language ability</em>

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Roberts, Julie, Leslie Rescorla, Jennifer Giroux, and Lisa Stevens. "Phonological Skills of Children With Specific Expressive Language Impairment (SLI-E)." Journal of Speech, Language, and Hearing Research 41, no. 2 (April 1998): 374–84. http://dx.doi.org/10.1044/jslhr.4102.374.

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Naturalistic speech samples of 29 3-year-olds diagnosed with specific expressive language delay (SLI-E) were compared to those produced by 19 age-matched normally developing peers in order to determine their improvement in phonological skills since age 2, when Rescorla and Ratner (1996) studied them. Specifically, the groups were compared with regard to vocalization rate, verbalizations, fully intelligible utterances, phonetic inventories, percentages of consonants correct (PCC), phonological processes, and mean length of utterance (MLU). Results revealed that there was no significant difference between the groups in their numbers of vocalizations (as there had been at age 2), although there continued to be differences in their phonetic inventories, PCC scores, and overall intelligibility. These findings suggest that at age 2 the children with SLI-E were not only less phonologically skilled but less talkative, whereas by age 3 they were equally vocal. Analysis of the phonetic inventories of the children demonstrated that for most consonants, the SLI-E group followed the same pattern of development as the comparison children, but more of the normally developing group had productive control of each consonant, consistent with findings of Rescorla and Ratner. There continued to be differences in intelligibility as measured by rates of verbalization (those utterances with at least one intelligible word) and fully intelligible utterances. Using these measures, we found that approximately half the SLI-E children had caught up with their normally developing peers in terms of articulation, whereas half of them continued to be significantly delayed. Finally, although some of the late-bloomer group had caught up to the comparison children in language skills, as measured by MLU, many had not, suggesting that there was a tendency for the children to catch up in some articulation skills before catching up in language abilities.

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Mervis, Carolyn B., and Shelley L. Velleman. "Children With Williams Syndrome: Language, Cognitive, and Behavioral Characteristics and Their Implications for Intervention." Perspectives on Language Learning and Education 18, no. 3 (October 2011): 98–107. http://dx.doi.org/10.1044/lle18.3.98.

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Williams syndrome (WS) is a rare genetic disorder characterized by heart disease, failure to thrive, hearing loss, intellectual or learning disability, speech and language delay, gregariousness, and nonsocial anxiety. The WS psycholinguistic profile is complex, including relative strengths in concrete vocabulary, phonological processing, and verbal short-term memory; and relative weaknesses in relational/conceptual language, reading comprehension, and pragmatics. Many children evidence difficulties with finiteness marking and complex grammatical constructions. Speech-language intervention, support, and advocacy are crucial.

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LU, JENNY, ANNA JONES, and GARY MORGAN. "The impact of input quality on early sign development in native and non-native language learners." Journal of Child Language 43, no. 3 (February 29, 2016): 537–52. http://dx.doi.org/10.1017/s0305000915000835.

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AbstractThere is debate about how input variation influences child language. Most deaf children are exposed to a sign language from their non-fluent hearing parents and experience a delay in exposure to accessible language. A small number of children receive language input from their deaf parents who are fluent signers. Thus it is possible to document the impact of quality of input on early sign acquisition. The current study explores the outcomes of differential input in two groups of children aged two to five years: deaf children of hearing parents (DCHP) and deaf children of deaf parents (DCDP). Analysis of child sign language revealed DCDP had a more developed vocabulary and more phonological handshape types compared with DCHP. In naturalistic conversations deaf parents used more sign tokens and more phonological types than hearing parents. Results are discussed in terms of the effects of early input on subsequent language abilities.

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Longoni, Anna M., and T. G. Scalisi. "Developmental Aspects of Phonemic and Visual Similarity Effects: Further Evidence in Italian Children." International Journal of Behavioral Development 17, no. 1 (March 1994): 57–71. http://dx.doi.org/10.1177/016502549401700104.

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Phonemic and visual similarity effects were investigated in Italian children of different ages. In Experiment 1, two groups of children (mean age 5;1 and 10;3 years) were asked to recall either pictures of common objects with phonemically similar or dissimilar names, or the spoken names of the pictures. Although a similarity effect was present in older children for both words and drawings, in younger children only a tendency in the expected direction occurred. The lack of a phonemic similarity effect for spoken words was attributed to the presence of a ceiling effect. In addition, results showed a significant superior recall for words in younger children and for drawings in older ones. An additional group of 5-year-old children was tested, increasing the list length to four items. Results indicated a significant similarity effect for words but not for drawings, together with a superior recall for words. These findings, in agreement with previous results, suggest that phonological memory traces contribute to performance of younger children only when material to be recalled is in the auditory modality, whereas in older children phonological coding is independent in the input modality. In Experiment 2 the performance of 5-and 10-year-old children was compared for immediate recall of two different sets of visually similar and dissimilar drawings. Results showed a significant effect of visual similarity in younger children only, for both sets of drawings, extending previously obtained results (e.g. Hitch, Halliday, Schaaftal, & Scrhaagen, 1988) to different materials and to Italian subjects. In Experiment 3, the visual similarity effect was investigated with a delayed recall procedure in a 5-year-old group. Four delay intervals (0, 5, 10, 15 seconds) and two activities during delay (articulatory suppression and a tapping task) were considered. Results obtained indicated that the visual similarity effect is present at all delay intervals for both activities during delay; and are discussed in terms of alternative interpretations of the visual similarity effect.

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Clement, Chris J., and Frank Wijnen. "Acquisition of Vowel Contrasts in Dutch." Journal of Speech, Language, and Hearing Research 37, no. 1 (February 1994): 83–89. http://dx.doi.org/10.1044/jshr.3701.83.

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The aim of this research is to disentangle the contributions of anatomical development of the vocal tract and articulatory learning to the acquisition of vowel contrasts. Four groups of subjects were selected: normal 2-year-olds, normal 4-year-olds, 4-year-olds with a delay in phonological development of approximately 2 years, and adults. Elicited renditions of three Dutch vowels, /u/, /a/, and /a/ were acoustically analysed. The F1 and F2 values of the two vowels constituting a large contrast (/a/ versus /u/) were significantly different in all subject groups. On the other hand, the extent to which the spectra of /a/ and /a/ differed appeared to be affected by age. The 2-year-olds, in contrast to the normal 4-year-olds and adults, produced nondistinctive F2s for these two vowels. The results from the phonologically delayed 4-year-olds paralleled those of the 2-year-olds, which suggests that the acquisition of subtle vowel contrasts is primarily dependent on articulatory learning, rather than the purported anatomical development of the vocal tract.

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DINNSEN, DANIEL A., and JESSICA A. BARLOW. "On the characterization of a chain shift in normal and delayed phonological acquisition." Journal of Child Language 25, no. 1 (February 1998): 61–94. http://dx.doi.org/10.1017/s0305000997003322.

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Several theoretical and descriptive challenges are presented by children's phonological substitution errors which interact to yield the effect of a chain shift. Drawing on an archival study of the sound systems of five children (ages 3;5 to 4;0) with normal development and 47 children (ages 3;4 to 6;8) with phonological delay, one such chain shift, namely the replacement of target /Θ/ by [f] and the replacement of /s/ by [Θ/, was identified in the speech of six children from the two subgroups. Different derivational and constraint-based accounts of the chain shift were formulated and evaluated against the facts of change and the children's presumed perceptual abilities. An adequate account in either framework was found to require the postulation of underspecified and, in some instances, nonadult-like underlying representations. Such representations were able to reconcile within a single-lexicon model the presumed production/perception dilemma commonly associated with acquisition. Continuity was also preserved by limiting underlying change to just those lexical items which exhibited a change phonetically.

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Journal articles on the topic 'Phonological delay'

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