scholarly journals The Effects of Phonological Processes on the Speech Intelligibility of Young Children

2000 ◽  
Author(s):  
Susanne Shotola-Hardt
Keyword(s):  
Young Children ◽  
Speech Intelligibility ◽  
Phonological Processes

Words, nonwords, and phonological processes: Some comments on Gathercole, Willis, Emslie, and Baddeley

1991 ◽  
Vol 12 (3) ◽  
pp. 369-373 ◽  
Author(s):  
Maggie Snowling ◽  
Shula Chiat ◽  
Charles Hulme
Keyword(s):  
Young Children ◽  
Present Article ◽  
Vocabulary Knowledge ◽  
Nonword Repetition ◽  
Phonological Processes ◽  
The Relationship

Gathercole, Willis, Emslie, and Baddeley (1991) present a reanalysis of some of their earlier data concerned with the relationship between nonword repetition and the development of vocabulary knowledge in young children. In the present article we outline some theoretical differences between ourselves and this group in the interpretation of nonword repetition and discuss how best these differences could be resolved.

Effect of Syllable Stress and Serial Position on Error Variability in Polysyllabic Productions of Speech-Delayed Children

1985 ◽  
Vol 50 (4) ◽  
pp. 391-402 ◽  
Author(s):  
Harriet B. Klein ◽  
Cecile C. Spector
Keyword(s):  
Serial Position ◽  
Young Children ◽  
Single Word ◽  
Continuous Speech ◽  
Phonological Processes ◽  
Process Use ◽  
Naturally Occurring ◽  
Syllable Stress

This study explored the effect of naturally occurring interactions of syllable stress and serial positions, found in polysyllabic words, on the variability of phonological performance of speech-delayed children. The subjects were 8 mild to moderately delayed children between the ages of 5:2 and 6:11 with a mean age of 6:0. Continuous speech samples and nonimitated productions of polysyllabic single-word utterances were recorded and analyzed for each child. Two phonological processes (syllable deletion and intervocalic consonant deletion) were related to specific syllable context conditions. Increased process use in syllables of reduced stress occurring early in a sequence was predicted by the production patterns of young children initially learning to say words. Syllables with reduced stress also were found to be associated frequently with atypical error productions.

scholarly journals A PRELIMINARY STUDY ON ANALYSIS OF PHONOLOGICAL PROCESSES IN TAMIL SPEAKING HEARING IMPAIRED CHILDREN WITH COCHLEAR IMPLANTS

2021 ◽  
Vol 9 (01) ◽  
pp. 769-773
Author(s):  
Dhinakaran N. ◽  
◽  
Karthikeyan B.M ◽  
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Speech Intelligibility ◽  
Hearing Impaired ◽  
Phonological Processes ◽  
Implant Surgery ◽  
Younger Age ◽  
Cochlear Implant Surgery ◽  
Impaired Children ◽  
Hearing Impaired Children

Phonological Processes are simplification of sounds which occur among the children during the younger age and will gradually diminish giving an adult like speech form. The aim of the present study is to analyze the occurrence of phonological processes among hearing impaired children who underwent cochlear implant surgery during their younger age as an early intervention. The subjects included in the study were 10 children (5 male and 5 female) who were diagnosed with congenital total hearing impairment and underwent cochlear implant surgery and attending Auditory verbal therapy. The task given to the subjects in the present study is to repeat the words in Tamil Articulation Test followed by the Clinician. The words were recorded and further analyzed for the occurrence of phonological processes. The results show that a total of 26 phonological processes (both typical and atypical) occurred with a maximum occurrence of Depalatalization and minimally of Final Consonant Deletion. The results of the present study help in providing a better knowledge about the occurrence of phonological processes which helps the speech language pathologist in intervening hearing impaired children with cochlear implants and to improve their speech intelligibility.

Phonological rules in young children

1974 ◽  
Vol 1 (1) ◽  
pp. 49-64 ◽  
Author(s):  
David Ingram
Keyword(s):  
Young Children ◽  
First Language ◽  
Point Of View ◽  
Consonant Clusters ◽  
Phonological Development ◽  
Phonological Processes ◽  
General Rules ◽  
Phonological Rules

ABSTRACTThere are very general phonological processes which appear to operate in one form or another when any child learns a first language. This study attempts to outline and exemplify the most general of these, e.g. the reduction of consonant clusters, the deletion of unstressed syllables. In addition, the study criticizes the point of view that phonological development consists primarily of the child substituting one sound for another. Rather, phonological development reflects very general processes that affect entire classes of sounds. Lastly, the study suggests that identifying general rules can ultimately lead to more insightful information concerning separate strategies that individual children follow.

Speech Intelligibility of Young School-Aged Children in the Presence of Real-Life Classroom Noise

2004 ◽  
Vol 15 (07) ◽  
pp. 508-517 ◽  
Author(s):  
Donald G. Jamieson ◽  
Garry Kranjc ◽  
Karen Yu ◽  
William E. Hodgetts
Keyword(s):  
Young Children ◽  
School System ◽  
Speech Intelligibility ◽  
Real Life ◽  
Older Children ◽  
School Aged Children ◽  
Age Appropriate ◽  
Better Than

We examined the ability of 40 young children (aged five to eight) to understand speech (monosyllables, spondees, trochees, and trisyllables) when listening in a background of real-life classroom noise. All children had some difficulty understanding speech when the noise was at levels found in many classrooms (i.e., 65 dBA). However, at an intermediate (-6 dB SNR) level, kindergarten and grade 1 children had much more difficulty than did older children. All children performed well in quiet, with results being comparable to or slightly better than those reported in previous studies, suggesting that the task was age appropriate and well understood. These results suggest that the youngest children in the school system, whose classrooms also tend to be among he noisiest, are the most susceptible to the effects of noise.

Treating Phonological Disorders in a Multilingual Child

2002 ◽  
Vol 11 (3) ◽  
pp. 305-315 ◽  
Author(s):  
Jayanti Ray
Keyword(s):  
Speech Intelligibility ◽  
Early Learning ◽  
Clinical Implications ◽  
Native Languages ◽  
Phonological Processes ◽  
Phonological Disorders ◽  
English Only ◽  
Cognitive Linguistic ◽  
Minimal Contrast ◽  
Linguistic Approach

This study was undertaken to examine the efficacy of cognitive-linguistic approach in treating a phonological disorder in a five-year-old trilingual child. The child's native languages were Hindi and Gujarati, with English acquired during preschool. The child's speech was mildly unintelligible, characterized by normal as well as deviant phonological processes and inconsistent errors in all three languages. A cognitive-linguistic approach that incorporated process elimination and minimal contrast therapies was used to treat the phonological disorders in English only. Posttherapeutic assessment after five months of treatment indicated significant improvements in the child's overall speech intelligibility in all three languages, indicating generalization. It may be hypothesized that a multilingual child is likely to use a common phonological system that may be shared by two or more languages during early learning stages. Clinical implications regarding assessment and intervention for bilingual/multilingual children with disordered phonology are discussed.

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