Specificity of phonological representations in U.S. English‐speaking late talkers and typical talkers

Abstract

Late talkers are a heterogeneous group of children who experience delayed language development in the absence of other known causes. Late talkers show delays in expressive phonological development, but less is known about their receptive phonological development. In the current study, U.S. monolingual English-speaking typical talkers (TTs) (n = 23, mean age = 26.27 months, 57% male; 78.3% White) and late talkers (n = 22, mean age = 24.57 months, 59% male, 72.7% White) completed a Looking-While-Listening task to assess their sensitivity to mispronunciations. Results revealed that late talkers and TTs looked to the referent of a word for a shorter duration when it was mispronounced than when it was correctly pronounced, suggesting they were sensitive to mispronunciations. However, there were no significant differences between the two groups in their sensitivity to mispronunciations.

The difficulties of elementary teacher education students’ speaking performance: a comprehensive analysis

“…According to Mouhoubi et al [9], in actual conversations, the focus is more on the topic and how to respond rather than on using proper syntax; (2) Incorrect pronunciation: Proper pronunciation is essential when learning a new language. According to Curtis et al [10], consistently mispronouncing phonemes can make it exceedingly challenging for speakers from other linguistic communities to understand someone. Improving pronunciation is crucial for enhancing speaking abilities; (3) Poor grammar: Understanding grammatical norms is vital for effective English communication.…”