Identification of phonological processes in Arabic–speaking Egyptian children by single-word test

2019 ◽  
Vol 77 ◽  
pp. 80-93 ◽  
Author(s):  
Tamer Abou-Elsaad ◽  
Omayma Afsah ◽  
Mona Rabea
Keyword(s):  
Single Word ◽  
Phonological Processes ◽  
Word Test ◽  
Egyptian Children ◽  
Arabic Speaking

scholarly journals Descriptive analysis of the development of the Arabic speech sounds among typically developing colloquial Egyptian Arabic-speaking children

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Dina Ahmed Elrefaie ◽  
Mona Abd El-Fattah Hegazi ◽  
Marwa Mohammed El-Mahallawi ◽  
Mona Sameeh Khodeir
Keyword(s):  
Descriptive Analysis ◽  
Speech Sounds ◽  
Typically Developing ◽  
Phonological Processes ◽  
Phonological Disorders ◽  
Egyptian Arabic ◽  
Target Phoneme ◽  
Egyptian Children ◽  
Arabic Speaking ◽  
Naming Test

Abstract Background Literature only mentioned a few kinds of research that did study the development of the speech sounds of the Colloquial Egyptian Arabic dialect. Moreover, these studies focused on describing the phonological processes that children undergo in early childhood rather than describing the exact time of acquisition of these sounds. Besides, no study involved a statistically enough sample size of children across the different age ranges. Thus, this study aimed to explore the development of the Arabic phonemes among 360 typically developing Egyptian children who speak the CEA dialect, between the ages of 1.6 years and ≤ 7.4 years. Results The results of a 93-picture-naming test of children were analyzed. A phoneme is considered acquired when 90% of the children could properly utter the target phoneme in all word positions and mastered when 100% of children could correctly pronounce the target phoneme in all word positions. The results revealed that by the age of 1.6–2.0 years, the 6 long vowels of the CEA dialect, besides the /h/,/ʔ/, /b/, /w/, /j/, /m/, and /n/ were mastered. /t/ and /d/ sounds were mastered by the age of 2.6 years followed by /l/ sound by the age of 3.0 years. Then, /ħ/, /ʕ/ sounds were mastered followed by /k/, and /g/ at the age of 3.0 and 3.6 years, respectively. At the age of 5.0 years, /f/ sound was mastered, then /x / and /ʃ/ sounds were mastered by the age of 4.6 years, followed by /s/, /sˁ/, /tˁ/, /dˁ/. By the age of 5.6 and 6.0 years, /ɣ/, /r/, and /z/ were mastered. The /q/, /θ/, /ð/, and /ðˁ/ sounds were mastered by the age of 6.0–6.6 years. This study revealed that fricative sounds developed before the stop sounds and front stops before the back stops, and emphatic Arabic sounds were the last to develop at the school age (> 5 years). Conclusions This study presented a chart of the development of the Arabic phonemes of the CEA to be used as a guide to decide upon the correct trimming to start articulatory therapy for children with articulation and/or phonological disorders.

Procedure for Maximizing Phonological Information from Single-Word Responses

1984 ◽  
Vol 15 (4) ◽  
pp. 267-274 ◽  
Author(s):  
Harriet B. Klein
Keyword(s):  
Phonological Information ◽  
Single Word ◽  
Preliminary Assessment ◽  
Target Attainment ◽  
Phonological Processes ◽  
Step Procedure ◽  
Yield Information ◽  
Assessment Measure ◽  
Busy Clinician ◽  
Planning Intervention

Formal articulation test responses are often used by the busy clinician as a basis for planning intervention goals. This article describes a 6-step procedure for using efficiently the single-word responses elicited with an articulation test. This procedure involves the assessment of all consonants within a word rather than only test-target consonants. Responses are organized within a Model and Replica chart to yield information about an individual's (a) articulation ability, (b) frequency of target attainment, substitutions, and deletions, (c) variability in production, and (d) phonological processes. This procedure is recommended as a preliminary assessment measure. It is advised that more detailed analysis of continuous speech be undertaken in conjunction with early treatment sessions.

scholarly journals Interrogating the Egypto-Sudanic Arabic Connection

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 123
Author(s):  
Thomas A. Leddy-Cecere
Keyword(s):  
The Novel ◽  
Present Contribution ◽  
Phonological Processes ◽  
Verbal Inflection ◽  
Segmental Phonology ◽  
Language Data ◽  
History Of ◽  
Novel Method ◽  
Dialect Classification ◽  
Arabic Speaking

The Arabic dialectology literature repeatedly asserts the existence of a macro-level classificatory relationship binding the Arabic speech varieties of the combined Egypto-Sudanic area. This proposal, though oft-encountered, has not previously been formulated in reference to extensive linguistic criteria, but is instead framed primarily on the nonlinguistic premise of historical demographic and genealogical relationships joining the Arabic-speaking communities of the region. The present contribution provides a linguistically based evaluation of this proposed dialectal grouping, to assess whether the postulated dialectal unity is meaningfully borne out by available language data. Isoglosses from the domains of segmental phonology, phonological processes, pronominal morphology, verbal inflection, and syntax are analyzed across six dialects representing Arabic speech in the region. These are shown to offer minimal support for a unified Egypto-Sudanic dialect classification, but instead to indicate a significant north–south differentiation within the sample—a finding further qualified via application of the novel method of Historical Glottometry developed by François and Kalyan. The investigation concludes with reflection on the implications of these results on the understandings of the correspondence between linguistic and human genealogical relationships in the history of Arabic and in dialectological practice more broadly.

scholarly journals Development of a test for assessment of the lipreading ability for children in the Arabic-speaking countries

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Mona Abdel-Fattah Hegazi ◽  
Aya Mohammed Saad ◽  
Mona Sameeh Khodeir
Keyword(s):  
Speech Perception ◽  
Sensory Modality ◽  
Arabic Language ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Visual Signals ◽  
Validity And Reliability ◽  
Egyptian Children ◽  
Hearing Children ◽  
Arabic Speaking

Abstract Background Lipreading is considered an important skill that varies considerably among normal-hearing (NH) and hearing-impaired (HI) children. It is well known that normal-hearing children use audition as the primary sensory modality for speech perception, whereas HI children use lipreading cues as the primary sensory modality for speech perception. Moreover, speech perception is a multisensory process that involves attention to auditory signals as well as visual articulatory movements, and the integration of auditory and visual signals occurs naturally and automatically in normal individuals of all ages. Most researches proved that lipreading is a natural and important skill needed for language acquisition in HI children. Lipreading also helps HI children to perceive speech, acquire spoken language, and acquire phonology. In the Arabic language, tools are deficient for assessing the lipreading ability for HI children, so this study was conducted to develop a test suitable for assessing the lipreading ability of hearing-impaired children among Arabic-speaking countries. The constructed lipreading test was administered to 160 Arabic-speaking Egyptian children including 100 typically developing NH children and 60 HI children. Participants’ responses were statistically analyzed to assess the validity and reliability and to compare the lipreading ability between the NH and HI children. Ranks of percentiles were established to provide an estimate of the lipreading ability in children. Results Statistically significant differences were found between the normal-hearing and HI children as regards all subtotal and total scores of the Arabic lipreading test, with good validity and reliability of the test. Conclusions The Arabic lipreading test is a valid and reliable test that can be applied to assess the lipreading ability among Arabic-speaking children with HI.

scholarly journals Developing a test battery for diagnosis of childhood apraxia of speech in Arabic speakers

2020 ◽  
Vol 36 (1) ◽  
Author(s):  
Dalia Abdou ◽  
Omayma Afsah ◽  
Hemmat Baz ◽  
Tamer Abou-Elsaad
Keyword(s):  
Speech Sound ◽  
Test Battery ◽  
Apraxia Of Speech ◽  
Validity And Reliability ◽  
Speech Sound Disorder ◽  
Childhood Apraxia Of Speech ◽  
Phonological Disorders ◽  
Arabic Speakers ◽  
Egyptian Children ◽  
Arabic Speaking

Abstract Background Childhood apraxia of speech (CAS) is a speech sound disorder in which the precision and consistency of movements underlying speech are impaired in absence of neuromuscular deficits. It is important to differentiate between language disorders and CAS to avoid misdiagnosis. The objective of this study was to develop a test battery for CAS in order to identify its possible presence in Arabic-speaking children, thus allowing the planning of appropriate therapy programs. The constructed test battery for CAS was administered to 70 monolingual Arabic-speaking Egyptian children including 10 children with suspected CAS, 20 children with phonological disorders, and 40 typically developing children. Participants’ responses were statistically analyzed to assess the validity and reliability, and to evaluate sensitivity and specificity of the test battery. Results Statistically significant differences were found between the three groups as regard all subtotal and total scores of CAS test battery with good validity and reliability of the test. Conclusions The constructed test battery for diagnosis of CAS is a reliable, valid, and sensitive tool that can be used to detect the presence of CAS in Arabic-speaking children and differentiate between it and phonological disorders.

scholarly journals Morphosyntactic abilities and reading skills in Arabic speaking Egyptian children with poor academic achievement

2021 ◽  
Vol 22 (22) ◽  
pp. 1-9
Author(s):  
Dalia Osman ◽  
Rasha Farouk Safwat ◽  
Ainul-hayah Mohammady ◽  
Asmaa Abdel Hamid
Keyword(s):  
Academic Achievement ◽  
Reading Skills ◽  
Egyptian Children ◽  
Arabic Speaking

The Effect of Sampling Condition on Children’s Productions of Consonant Clusters

1994 ◽  
Vol 37 (4) ◽  
pp. 868-882 ◽  
Author(s):  
Sharynne McLeod ◽  
Linda Hand ◽  
Joan B. Rosenthal ◽  
Brett Hayes
Keyword(s):  
Speech Sound ◽  
Consonant Clusters ◽  
Single Word ◽  
Connected Speech ◽  
Phonological Processes ◽  
Sampling Conditions ◽  
Wide Range ◽  
Significant Difference ◽  
Sampling Condition ◽  
Cluster Reduction

An investigation was conducted to compare the effects of single word and connected speech sampling conditions on the production of consonant clusters. Speech samples were obtained from 40 children with speech sound impairments who were aged 3 years: 6 months to 5 years. The children’s productions of 36 commonly occurring consonant clusters were compared across the two sampling conditions. Overall, children’s productions were more similar than different. Differences between the sampling conditions were apparent for three of the eight phonological processes studied, namely, cluster reduction, final consonant deletion, and epenthesis. Of 12 fine phonetic variations, only aspirated stops showed a significant difference between the sampling conditions. There was a wide range of individual variation.

Effect of Syllable Stress and Serial Position on Error Variability in Polysyllabic Productions of Speech-Delayed Children

1985 ◽  
Vol 50 (4) ◽  
pp. 391-402 ◽  
Author(s):  
Harriet B. Klein ◽  
Cecile C. Spector
Keyword(s):  
Serial Position ◽  
Young Children ◽  
Single Word ◽  
Continuous Speech ◽  
Phonological Processes ◽  
Process Use ◽  
Naturally Occurring ◽  
Syllable Stress

This study explored the effect of naturally occurring interactions of syllable stress and serial positions, found in polysyllabic words, on the variability of phonological performance of speech-delayed children. The subjects were 8 mild to moderately delayed children between the ages of 5:2 and 6:11 with a mean age of 6:0. Continuous speech samples and nonimitated productions of polysyllabic single-word utterances were recorded and analyzed for each child. Two phonological processes (syllable deletion and intervocalic consonant deletion) were related to specific syllable context conditions. Increased process use in syllables of reduced stress occurring early in a sequence was predicted by the production patterns of young children initially learning to say words. Syllables with reduced stress also were found to be associated frequently with atypical error productions.

Learning new verbs with known cue words: The relative effects of noun and adverb cues

2021 ◽  
pp. 136216882110016
Author(s):  
Kiwamu Kasahara ◽  
Akifumi Yanagisawa
Keyword(s):  
Learning Phase ◽  
Single Word ◽  
Vocabulary Size ◽  
Unknown Word ◽  
Word Test ◽  
Immediate Recall ◽  
Word Combination ◽  
Combination Test ◽  
Cue Words

Research has shown that learning a known-and-unknown word combination leads to greater learning than learning an unknown word alone (Kasahara, 2010, 2011). These studies found that attaching a known adjective to an unknown noun can help learners remember the unknown noun. Kasahara (2015) found that a known verb can serve as an effective cue to remember an unknown noun in a known-and-unknown combination. To examine useful cues to learn unknown verbs, this study compared verb (unknown) + noun (known) combinations to verb (unknown) + adverb (known) combinations. Additionally, we explored how learners’ vocabulary size would affect the known-and-unknown two-word combination learning to deepen our understanding of the characteristics of students who benefit from combination learning. The participants in each group learned 18 two-word combinations consisting of the same unknown target verbs and different known cues (nouns or adverbs). The participants were provided with a five-minute learning phase and two immediate recall tests: a Single Word Test, to write down the L1 meanings of the targets, and a Combination Test, to write down the L1 meanings of the combinations. The same two tests were administered one week later. The results showed that known nouns were better cues for learning unknown verbs than known adverbs. It was also found that participants with a larger vocabulary size benefited more from two-word combination learning.

Single word test for the assessment of speech sound production in Persian speaking children: Development, validity and reliability

2018 ◽  
Vol 114 ◽  
pp. 61-66 ◽  
Author(s):  
Akram Ahmadi ◽  
Abbas Ebadi ◽  
Mohammad Kamali ◽  
Talieh Zarifian ◽  
Mehdi Dastjerdi Kazemi ◽  
...  
Keyword(s):  
Sound Production ◽  
Speech Sound ◽  
Single Word ◽  
Validity And Reliability ◽  
Word Test ◽  
Children Development
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