Phonological rules in young children

Ingram, David

doi:10.1017/s0305000900000076

Cited by 215 publications

(135 citation statements)

References 7 publications

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“…There is supporting evidence for each facet of the testing format: that generally clusters are more difficult to master than singleton phonological structures 20 ; that three member clusters are more difficult to master than two member clusters (e.g., ''stream'' versus ''stick'' 17 ; that intrasyllabic clusters [re -(str)ain] are more difficult to produce than inter-syllabic clusters [ce(n-tr)al] 21 ; that multisyllabic words are more difficult to produce than monosyllabic words 22 ; that children with disordered or delayed phonology may have difficultly producing the first syllable in iambic words [(a)sleep with initial unstressed syllable]; [23][24][25] that consonant clusters containing liquids can often result in consonant cluster simplification among speakers with immature and disordered phonological systems 17 ; and that productions of words targeted for articulation are more authentic in continuous speech than in isolated words. [26][27][28][29][30] All of these characteristics converge in creating a relatively difficult production task that challenges less mature and impaired phonologies while maintaining strong milestone distinctions across ages.…”

Section: Assessment Format Rationalementioning

confidence: 99%

A Noncontrastive Model for Assessment of Phonology

Seymour

2004

Semin Speech Lang

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The contrastive/noncontrastive model developed by Seymour and Seymour (1977) can be applied to the development of a dialect-sensitive phonological assessment that uses a single scoring and test format, regardless of a child's dialect. Through extensive field research, stimulus items were found that respect the phonotactics of African American English (AAE) (i.e., no targets are final consonants or final consonant clusters), yet are sufficiently demanding to show development in the age range from 4 to 9 years. Consonant clusters of varying levels of phonological difficulty are shown to discriminate between typically developing and phonologically impaired children of different dialect groups, Mainstream American English (MAE) and non-MAE. Implications for further diagnosis and remediation are presented.KEYWORDS: Contrastive and noncontrastive substitution patterns, type I, II, and III errors, consonant clusters Learning Outcomes: As a result of this activity, the participant will be able to identify (1) how the contrastivenoncontrastive model of assessment was applied in the development of the proposed dialect-sensitive phonology assessment, and (2) several key features of the proposed phonology assessment items. PHONOLOGY DOMAINThe contrastive/noncontrastive model 1 described in Seymour 2 was applied in the development of a dialect-sensitive phonology assessment. As with other domains of language, contrastive refers to phonological features that differ (contrast) between African American English (AAE) and Mainstream American English (MAE). The most common of these features in AAE are absent elements of consonant clusters and the absence of a word final consonant. 3,4 These contrastive features have Evaluating Language Variation: Distinguishing Dialect and

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Section: Assessment Format Rationalementioning

confidence: 99%

A Noncontrastive Model for Assessment of Phonology

Seymour

2004

Semin Speech Lang

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“…PHONOLOGICAL PROCESSES several assessment instruments are available for the identification of phonological processes (Hodson, 1986;Ingram, 1976;Khan & Lewis, 1986;Shriberg & Kwiatowski, 1980;Weiner, 1979). None of these tests provide norms for BE speakers; consequently, these children may be penalized for responses that are actually correct in their dialect.…”

Section: Speech Sound Disordersmentioning

confidence: 99%

Types of phonological processes occurring in normal Black English speakers

Rella¹

2000

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Black English (BE) is a rule-governed linguistic system with its own phonology, syntax, semantics, and pragmatics. BE is a dialect, not a disordered variation of standard English (SE). When compared to SE, BE phonology has been described in terms of omissions, substitutions, and additions. This study looked at normal BE speakers in Portland, Oregon and described their dialectal differences The mean occurrences of the phonological processes used by the BE group were compared with those used by the SE group via two-tailed t-tests for independent means.The results showed that the normal BE subjects used 8 of the 36 phonological processes significantly more frequently than SE subjects, including consonant sequence reduction, postvocalic singleton deficiency, strident deficiency, velar obstruent deficiency, liquid /1/ deficiency, nasal deficiency, vowelization, labial assimilation, and place shifts. Although not significantly, some BE speakers used liquid /r/ deficiency, stopping, and palatalization while some SE speakers used prevocalic singleton deficiency and prevocalic voicing.Possible reasons that the results were somewhat different than expected are: 1) phonological processes may only occur in specific phonemic environments in BE; 2) phonological processes may more likely occur in connected speech; 3) most of the BE speakers may have code switched; 4) the BE subjects attended an integrated school and therefore more likely use some SE; 5) some phonological processes may not occur in Portland's BE dialect.The CAPP (Hodson, 1985) did not identify any of the BE speakers in this study as having a phonological disorder. Even though they used eight phonological processes more frequently than SE speakers, these processes were not used frequently enough to be targeted 3 for phonological intervention. This would indicate that the APP-R is an appropriate assessment to use with older BE speaking children in Portland, Oregon because with this test their dialectal differences are not frequent enough to warrant the label of disordered or delayep.

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“…Ao longo deste percurso, a criança usa determinados recursos para colmatar a insuficiência das suas representações mentais. Esses recursos são denominados processos fonológicos de simplificação (Grunwell, 1992;Ingram, 1976Ingram, , 1986Lima, 2009;Miccio, Scarpino, 2008;Schriberg, Kwiatkowski, 1980;Stampe, 1969), e traduzem-se em produções lexicais alte- …”

Section: Introductionunclassified

Metátese na linguagem infantil: “porfessora” é bom, “professora” é melhor

Lima¹

2013

Saber e Educar

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Phonological rules in young children

Cited by 215 publications

References 7 publications

A Noncontrastive Model for Assessment of Phonology

A Noncontrastive Model for Assessment of Phonology

Types of phonological processes occurring in normal Black English speakers

Metátese na linguagem infantil: “porfessora” é bom, “professora” é melhor

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