Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence From Longitudinal–Correlational and Instructional Studies

2013 ◽  
pp. 171-198
Keyword(s):  
Early Childhood ◽  
Phonological Processes

Phonological Processes Which Characterize Unintelligible and Intelligible Speech in Early Childhood

1981 ◽  
Vol 46 (4) ◽  
pp. 369-373 ◽  
Author(s):  
Barbara Williams Hodson ◽  
Elaine Pagel Paden
Keyword(s):  
Early Childhood ◽  
Phonological Processes ◽  
Intelligible Speech ◽  
Cluster Reduction

Phological systems of 60 "essentially unintelligible" children between the ages of three and eight years and 60 normally-developing "intelligible" four-year-olds were analyzed and compared. All of the unintelligible children evidenced liquid deviations, cluster reduction, stridency deletion, stopping, and assimilation. Liquid deviations were demonstrated by some of the intelligible children, however, the majority produced liquids approximately, and few demonstrated any examples of cluster reduction, stridency deletion, or stopping. Most of the unintelligible children used one or more of the following processes: final consonant deletion; fronting of velars; backing; syllable reduction; prevocalic voicing; glottal replacement. The intelligible four-year-olds rarely utilized any of these latter processes, but postvocalic devoicing, substitutions of /f v s z/ for /θ/ or /ð/, and vowelization of postvocalic or syllabic /l/ were common in their speech samples.

Otitis Media in Early Childhood and Its Relationship to Later Phonological Development

1988 ◽  
Vol 53 (4) ◽  
pp. 424-432 ◽  
Author(s):  
Joanne Erwick Roberts ◽  
Margaret R. Burchinal ◽  
Matthew A. Koch ◽  
Marianna M. Footo ◽  
Frederick W. Henderson
Keyword(s):  
Early Childhood ◽  
Otitis Media ◽  
Care Program ◽  
Speech Development ◽  
Drop Out ◽  
Phonological Development ◽  
Phonological Processes ◽  
Disadvantaged Children ◽  
History Of ◽  
Age Range

The relationship between otitis media during the first 3 years of life and subsequent speech development was examined in 55 socioeconomically disadvantaged children who attended a research day-care program. The children were participants in a longitudinal study of child development in which the number of episodes of otitis media and the duration of each otitis episode were reported prospectively from infancy. Standardized tests of speech were administered between the ages of 2 ½ and 8 years. No significant relationship was found between otitis media in early childhood and number of common phonological processes or consonants in error used during the preschool years. However, the number of days of otitis media before age 3 was associated with the total number of phonological processes used by children between the ages of 4 ½ and 8 years. Although these findings suggest that phonological processes after age 4 ½ tend to drop out more slowly for children with a history of otitis media than for children Without histories, no consistent patterns were observed for individual phonological processes or for the total number of consonants in error in this age range.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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.

Using Conventional Articulation Tests With Highly Unintelligible Children

1992 ◽  
Vol 23 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Pamela G. Garn-Nunn ◽  
Vicki Martin
Keyword(s):  
Test Results ◽  
Phonological Processes ◽  
Rule Based ◽  
Severity Level ◽  
Error Sensitivity ◽  
Conventional Tests ◽  
Severity Levels ◽  
Conventional Test ◽  
Impaired Children

This study explored whether or not standard administration and scoring of conventional articulation tests accurately identified children as phonologically disordered and whether or not information from these tests established severity level and programming needs. Results of standard scoring procedures from the Assessment of Phonological Processes-Revised, the Goldman-Fristoe Test of Articulation, the Photo Articulation Test, and the Weiss Comprehensive Articulation Test were compared for 20 phonologically impaired children. All tests identified the children as phonologically delayed/disordered, but the conventional tests failed to clearly and consistently differentiate varying severity levels. Conventional test results also showed limitations in error sensitivity, ease of computation for scoring procedures, and implications for remediation programming. The use of some type of rule-based analysis for phonologically impaired children is highly recommended.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Sign in / Sign up

Export Citation Format

Share Document