Phonological Development of Monolingual Haitian Creole–Speaking Preschool Children

2017 ◽  
Vol 39 (3) ◽  
pp. 426-437 ◽  
Author(s):  
Justine Archer ◽  
Tempii Champion ◽  
Martha E. Tyrone ◽  
Sylvia Walters
Keyword(s):  
Clinical Assessment ◽  
Gradual Increase ◽  
Speech Sound ◽  
Age Groups ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Relational Analysis ◽  
Haitian Creole ◽  
Intervention Process ◽  
Language Universal

This study provides preliminary data on the phonological development of Haitian Creole–Speaking children. The purpose of this study is to determine phonological acquisition in the speech of normally developing monolingual Haitian Creole–Speaking preschoolers, ages 2 to 4. Speech samples were collected cross-sectionally from 12 Haitian children divided into three age groups. Participants’ utterances were recorded from spontaneous and/or imitative productions of target words. Data were analyzed through a relational analysis to determine phonemic inventories occurring in each age group’s speech. A gradual increase in speech sound inventories was observed from 2 to 4 years of age. Results indicate that phonological development in Haitian Creole–Speaking children was influenced by both language-universal patterns and language-specific patterns. In conclusion, data obtained on the phonological development of monolingual Haitian Creole preschoolers can provide insight to speech language pathologists during the clinical assessment and intervention process of this population.

Phonological Development in a Bilingual Arabic–English-Speaking Child With Bilateral Cochlear Implants: A Longitudinal Case Study

2018 ◽  
Vol 27 (4) ◽  
pp. 1506-1522
Author(s):  
Manal Sabri ◽  
Leah Fabiano-Smith
Keyword(s):  
Cochlear Implants ◽  
Gradual Increase ◽  
Speech Sound ◽  
Typically Developing ◽  
Phonological Development ◽  
Longitudinal Case Study ◽  
Phonological Acquisition ◽  
Bilateral Cochlear Implants ◽  
English Speaking

Purpose This longitudinal study examined the phonological development of a bilingual Arabic–English-speaking child with bilateral cochlear implants (CIs). The focus of the study was to observe the interaction between her two languages and to observe the effect of CIs on the acquisition of two speech sound systems. Method This study followed a 3;6-year-old (2;5 hearing age) bilingual Arabic–English-speaking child with bilateral CIs to age 4;4 (3;2 hearing age). Single-word samples were collected bimonthly in both languages. Phon software (Rose et al., 2006) was used to transcribe and analyze speech samples. Measures derived included Percent Consonants Correct–Revised (Shriberg & Kwiatkowski, 1994), percent vowels correct, phonetic inventory complexity, and common phonological patterns for both English and Arabic. Results Our findings supported previous research on phonological development exhibited by children with CIs, with the gradual suppression of typical and atypical error patterns and gradual increase in segmental accuracy with maturation. In addition, language interaction and separation between English and Arabic were found, supporting previous cross-linguistic work on bilingual phonological acquisition (e.g., Fabiano-Smith & Goldstein, 2010b). Conclusion Bilingual children with CIs have the capability to learn both of their languages and perform similarly to, and even surpass in accuracy, monolingual children with CIs; however, it is also possible to exhibit a slower rate of acquisition of segmental accuracy as compared to their typically developing, hearing peers. Clinical implications of bilingual early intervention are discussed.

Phonological Development in Urdu-Speaking Children: A Systematic Review

2021 ◽  
pp. 1-22
Author(s):  
Saira Ambreen ◽  
Carol K. S. To
Keyword(s):  
Systematic Review ◽  
English Language ◽  
Speech Sound ◽  
Future Research ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Phonological Processes ◽  
Comprehensive Review ◽  
Manual Search ◽  
Meta Analyses

Background Speech and language researchers study phonological acquisition and evaluate the errors that children make to understand this complex process. This information provides clinicians with a scientific reference for better assessment and intervention services to children with articulation/phonological disorders. Urdu is a language spoken by more than 200 million speakers worldwide. However, research on Urdu phonological development is in its infancy. Purpose This systematic review aimed to identify relevant studies and provide a comprehensive review of which aspects of Urdu phonological development have been targeted, along with the reported findings. Method Five phases of the Preferred Reporting Items for Systematic Review and Meta-Analyses guidelines were followed. All retrieved studies published between January 1980 and March 2020 and focusing on Urdu speech sound acquisition and/or phonological processes in typically developing native Urdu speakers aged up to 8 years were included in the review. The final search was conducted on May 4, 2020. Results A total of 873 records were identified from five databases and a manual search. Nine studies fulfilling the inclusion criteria were included in the final review. All studies were published in the English language, five of which were unpublished master's theses and four were peer-reviewed journal articles. Four of these studies focused on consonant acquisition, whereas five explored phonological processes. No study focused on the acquisition of Urdu vowels, diphthongs, or consonant clusters. These shortlisted studies were reviewed in detail to determine participants' demographic characteristics, focused areas of phonological acquisition, data elicitation methods and contexts, transcription systems, and major findings. Conclusion This study provides a comprehensive review of the available literature on Urdu phonological development and highlights areas for future research.

Phonological development in specific contexts: Studies of Chinese-speaking children. Zhu Hua. Cleveden, UK: Multilingual Matters, 2002, Pp. 218.

2003 ◽  
Vol 24 (1) ◽  
pp. 168-171
Author(s):  
Che Kan Leong
Keyword(s):  
Universal Grammar ◽  
Speech Sound ◽  
Lexical Representation ◽  
Integrative Approach ◽  
Speech Sounds ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Rules And Principles ◽  
Prague School ◽  
Phonetic Representation

Phonology is usually explained as the study of speech sounds and their patterns and functions in the lexical representation of speakers of languages (Kenstowicz, 1994; Spencer, 1996). Some years ago the question, “Where's phonology?” was raised by Macken (1992) in the context of the large concern with the phonetics of acquisition and the conception of phonological acquisition as acquisition of phonetics. This division between phonology and phonetics may be traced to the work of the Prague School of Trubetzkoy (1939/1969) and earlier. Macken proposed a relatively autonomous phonological component, with perceptual, articulatory, and phonological-based abstract rules and principles, to account for learners' lexical representation and suggested a hierarchy of prosodic words, segments, and features as the basis of phonological acquisition (Macken, 1979, 1992). Recent emphasis is on the interaction among phonology, phonetics, and psychology, and this integrative approach has implications for studying common crosslinguistic speech sound patterns (Ohala, 1999). Phonology is further seen as addressing the questions of rules and representations, which may apply to “compute the phonetic representation” within the framework of universal grammar (Kenstowicz, 1994, p. 10).

scholarly journals Seroepidemiology of hepatitis a and b in two urban communities of Rio de Janeiro, Brazil

1987 ◽  
Vol 29 (4) ◽  
pp. 219-223 ◽  
Author(s):  
Abdulbasit R. N. Abuzwaida ◽  
Marli Sidoni ◽  
Clara F. T. Yoshida ◽  
Hermann G. Schatzmayr
Keyword(s):  
Hepatitis B ◽  
Urban Communities ◽  
Enzyme Immunoassay ◽  
Rio De Janeiro ◽  
Hepatitis A ◽  
Gradual Increase ◽  
Age Groups

Hepatitis B markers were determined in 397 individuals from Niterói and 680 from Nova Iguaçu and prevalences of 9.1% (1.0% of HBsAg and 8.1% of anti HBs) and 11.1% (1.8% of HBsAg and 9.3% of antiHBs) were found, respectively. The comparative prevalence of both markers in relation to age showed a higher prevalence of HBsAg in the group 21-50 years old. Considering the antiHBs antibody, it was demostrated a gradual increase with age, reaching 14.9% in Niterói and 29.1% in Nova Iguaçu in individuals over 51 years old. For hepatitis A, in 259 samples from Niterói, equally distributed by age groups, an overall prevalence of 74.5% of anti-HAV antibodies was found. This prevalence increases gradually reaching 90.0% at age over thirty. In 254 samples from Nova Iguaçu analysed, a prevalence of 90.5% of antibodies was encountered when the same criteria of distribution of samples were used. This level of prevalence reached 90.0% already in the age over ten years old. The tests were performed by enzyme immunoassay with reagents prepared in our laboratory.

Lexical and phonological development in children with childhood apraxia of speech – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

2010 ◽  
Vol 38 (1) ◽  
pp. 82-86 ◽  
Author(s):  
SHELLEY L. VELLEMAN
Keyword(s):  
Young Children ◽  
Speech Sound ◽  
Interesting Case ◽  
Prognostic Indicators ◽  
Phonological Development ◽  
Apraxia Of Speech ◽  
Speech Sound Disorders ◽  
Childhood Apraxia Of Speech ◽  
Motor Speech Disorder ◽  
Remediation Strategies

Although not the focus of her article, phonological development in young children with speech sound disorders of various types is highly germane to Stoel-Gammon's discussion (this issue) for at least two primary reasons. Most obvious is that typical processes and milestones of phonological development are the standards and benchmarks against which we measure disorder and delay. Factors that impact children without disorders may suggest underlying causes or co-occurring symptoms of speech sound deficits, prognostic indicators of improvement, appropriate remediation strategies or some combination of these. Equally important is the fact that studying children with disorders can help us to verify and, in some cases, even unpack relationships among factors that are so closely interwoven in children who develop their phonologies at the typically very rapid rate that their individual influences cannot be discerned. Childhood Apraxia of Speech (CAS) is a particularly interesting case in point because, while it is universally accepted to be a motor speech disorder, symptoms include deficits in speech perception and often in literacy-related skills as well.

scholarly journals The effectiveness of explicit or Implicit pronunciation teaching to Greek learners of english

2014 ◽  
Author(s):  
Βάϊα Παπαχρήστου
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Target Language ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Speaker Variability ◽  
English Classes ◽  
Pronunciation Instruction ◽  
English Vowels ◽  
The One

Previous research on second language phonological acquisition has shown that mastery of the L2 phonological system constitutes a challenging task for L2 learners. Several parametres have been suggested to constrain pronunciation accuracy, such as, interference from speakers’ mother tongue, learners’ age, quality and quantity of exposure to the target language, as well as motivation, attitude and other social and psychological factors. However, research on pronunciation teaching and its potential effectiveness on learners’ L2 phonological development has been quite limited, especially in foreign language contexts.The main aim of the present thesis is to investigate the production of English vowels by Greek learners of English and the effectiveness of explicit vs. implicit pronunciation instruction within a foreign language setting. To this end, three groups of speakers aged 9 and 15 years old were examined; i.e. two experimental groups, one which received explicit pronunciation tuition and one which was taught the pronunciation of the English vowels implicitly, via the use of recasts, and a control one which did not get any pronunciation tuition. Both experimental groups received 43 mini pronunciation interventions embedded in the regular English classes at school. The methodology adopted was the one proposed by Celce-Murcia, Brinton and Goodwin (1996) moving from controlled and guided activities to more communicative ones. Additionally, L1 Greek and L1 English data were obtained in order to compare the vowel inventories of the two languages.The results showed that after teaching, explicit pronunciation instruction can selectively bring about a change in both young and older students’ L2 vowel production, while no improvement was reported for the implicit and control groups9for either age group. Generally, considerable intra- and inter-speaker variability was revealed after tuition and despite the small changes observed, systematic native-like production was difficult to attain. Moreover, no clear effect of learners’ age was documented. A thorough examination of the factors hindering pronunciation accuracy is presented and the findings are discussed on the basis of current theories of L2 phonological acquisition.

The Iowa Articulation Norms Project and its Nebraska Replication

1990 ◽  
Vol 55 (4) ◽  
pp. 779-798 ◽  
Author(s):  
Ann Bosma Smit ◽  
Linda Hand ◽  
J. Joseph Freilinger ◽  
John E. Bernthal ◽  
Ann Bird
Keyword(s):  
Parental Education ◽  
Speech Sound ◽  
Age Groups ◽  
Preschool Age ◽  
Assessment Instrument ◽  
Speech Sounds ◽  
Phonetic Transcription ◽  
School Based ◽  
Or Groups ◽  
Age Range

The purpose of the Iowa Articulation Norms Project and its Nebraska replication was to provide normative information about speech sound acquisition in these two states. An assessment instrument consisting of photographs and a checklist form for narrow phonetic transcription was administered by school-based speech-language pathologists to stratified samples of children in the age range 3–9 years. The resulting data were not influenced by the demographic variables of population density (rural/urban), SES (based on parental education), or state of residence (Iowa/Nebraska); however, sex of the child exerted a significant influence in some of the preschool age groups. The criteria used to determine acceptability of a production appeared to influence outcomes for some speech sounds. Acquisition curves were plotted for individual phoneme targets or groups of targets. These curves were used to develop recommended ages of acquisition for the tested speech sounds, with recommendations based generally on a 90% level of acquisition. Special considerations were required for the phonemes /n s z/.

ADHD and communication disorders

2018 ◽  
Author(s):  
Rosemary Tannock
Keyword(s):  
Clinical Manifestation ◽  
Clinical Assessment ◽  
Neurodevelopmental Disorders ◽  
Speech Sound ◽  
Language Disorders ◽  
Communication Disorders ◽  
Speech Sound Disorders ◽  
Treatment And Prevention ◽  
Pragmatic Communication

ADHD and communication disorders are both common neurodevelopmental disorders that often co-occur. Comorbidity (i.e. co-occurrence or two or more disorders in a person) is potentially important for the theory, the underlying aetiology, treatment, and prevention of the disorders. This chapter first reviews the extent of co-occurrence between ADHD and various subtypes of communication disorders (language disorders, speech sound disorders, social pragmatic communication disorders), along with their clinical manifestation. Next, the extant evidence to support or refute various models of comorbidity (i.e. artifactual versus non-artifactual) is reviewed and critiqued. The chapter concludes with a discussion of the implications of co-occurring communication disorders and ADHD for the clinical assessment and management of ADHD.

Interactions between lexical and phonological development: cross-linguistic and contextual considerations – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’

2010 ◽  
Vol 38 (1) ◽  
pp. 69-74 ◽  
Author(s):  
KATHERINE DEMUTH
Keyword(s):  
Young Children ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Additional Insight ◽  
Lexical Development ◽  
Linguistic Research ◽  
Early Use ◽  
The Relationship ◽  
Insight Into ◽  
Phonological System

Stoel-Gammon (this issue) provides a welcome addition to the phonological acquisition literature, bringing together insights from long-standing and more recent research to address the relationship between the developing phonological system and the developing lexicon. A growing literature on children's early use of words across languages and phonological contexts provides additional insight into the nature of the interactions between phonological and lexical development, suggesting that learners' knowledge and connection of the two may develop much earlier than often thought. This commentary highlights some of these exciting results from recent cross-linguistic research on development between the ages of 1 and 3.

Developmental Phonology

1988 ◽  
Vol 53 (2) ◽  
pp. 125-130 ◽  
Author(s):  
Debra A. Preisser ◽  
Barbara W. Hodson ◽  
Elaine P. Paden
Keyword(s):  
Preschool Children ◽  
Age Groups ◽  
Clinical Applications ◽  
Chronological Age ◽  
Phonological Development ◽  
Phonological Process ◽  
Phonological Processes ◽  
Middle Group ◽  
Cluster Reduction

Utterances of 60 normally developing children, who were within 6 months of their second birthdays, were analyzed for occurrences of phonological processes. The subjects were divided equally into three chronological age groups: (a) 1:6–1:9, (b) 1:10–2:1, and (c) 2:2–2:5. The most prevalent phonological processes evidenced by all three groups were cluster reduction and deviations involving liquids (e.g., gliding). Phonological process percentage-of-occurrence means were considerably lower for the middle group than for the youngest group, with the most dramatic differences occurring for syllable reduction and postvocalic singleton omission. Potential clinical applications of the data for ascertaining what constitutes disordered phonological development in preschool children are discussed, as well as implications for specifying remediation priorities.

Sign in / Sign up

Export Citation Format

Share Document