Phonological Error Patterns of Conversational Speech Produced by 2- and 4-Year-Old Children

This study investigates phonological characteristics of Korean monolingual children with phonological disorders (PD), using data from 13 children aged 3.6 to 5.9, and compares the analyses of single-word productions (SW) to those of conversational speech (CS). Phonological analyses include overall percentage of consonants correct (PCC), individual phoneme accuracy, and phonological error patterns. Results indicate that children with PD have persistent difficulty with affricates, fricatives, and the liquid /l/. Overall consonant accuracy tends to be greater in CS than SW. Phonological errors that may be explained by language-specific phonological and phonetic properties of Korean are noted.

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Reliability of Clinician Judgments of Severity of Phonological Impairment

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0403.39 ◽

1995 ◽

Vol 4 (3) ◽

pp. 39-46 ◽

Cited By ~ 7

Author(s):

Susan K. Rafaat ◽

Susan Rvachew ◽

Rebecca S. C. Russell

Keyword(s):

Conversational Speech ◽

Speech Language Pathologists ◽

Age Appropriate ◽

Citation Form ◽

Phonological Abilities ◽

Preschool Aged Children

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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Production of Subject-Verb Agreement in Spanish as a Second Language

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1026//1617-3169.50.3.196 ◽

2003 ◽

Vol 50 (3) ◽

pp. 196-203 ◽

Cited By ~ 14

Author(s):

Janet Nicol ◽

Delia Greth

Keyword(s):

Second Language ◽

Spanish Speakers ◽

English Speakers ◽

Error Patterns ◽

Verb Agreement ◽

Different Types ◽

Semantic Variables ◽

Advanced Proficiency

Abstract. In this paper, we report the results of a study of English speakers who have learned Spanish as a second language. All were late learners who have achieved near- advanced proficiency in Spanish. The focus of the research is on the production of subject-verb agreement errors and the factors that influence the incidence of such errors. There is some evidence that English and Spanish subject-verb agreement differ in susceptibility to interference from different types of variables; specifically, it has been reported that Spanish speakers show a greater influence of semantic factors in their implementation of subject-verb agreement ( Vigliocco, Butterworth, & Garrett, 1996 ). In our study, all participants were tested in English (L1) and Spanish (L2). Results indicate nearly identical error patterns: these speakers show no greater influence of semantic variables in the computation of agreement when they are speaking Spanish than when they are speaking English.

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