Children's English Consonant Acquisition in the United States: A Review

Crowe, Kathryn; McLeod, Sharynne

doi:10.1044/2020_ajslp-19-00168

Cited by 66 publications

(33 citation statements)

References 58 publications

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“…It would be useful to examine underspecification in younger children to see if TD children demonstrate Stage I at an earlier age than children with PD, and to see if there could be an even earlier stage that we could not identify with our present population and age groups. Moreover, examining underspecification in older children who have theoretically acquired all of their speech sounds (McLeod and Crowe, 2018;Crowe and McLeod, 2020) could provide information about how and when adult-like phonological knowledge is acquired.…”

Section: Limitationsmentioning

confidence: 99%

“…As a result, children are predicted to first acquire the least specified phonemes, and more specified phonemes are added over time as features are defined and categorized. Thus, American English-speaking children are expected to produce phonemes with 90% accuracy by the following ages: 2;11 (years; months)-/p b d m n h w/; 3;11-/t k gη f j/ 4;11-/v s z S Ù Ã l/; 5;11-/ ź D ô/; and 6;11-/θ/ (Crowe and McLeod, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Evidence for [Coronal] Underspecification in Typical and Atypical Phonological Development

Cummings

Ogiela

2020

Front. Hum. Neurosci.

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The Featurally Underspecified Lexicon (FUL) theory predicts that [coronal] is the language universal default place of articulation for phonemes. This assumption has been consistently supported with adult behavioral and event-related potential (ERP) data; however, this underspecification claim has not been tested in developmental populations. The purpose of this study was to determine whether children demonstrate [coronal] underspecification patterns similar to those of adults. Two English consonants differing in place of articulation, [labial] /b/ and [coronal] /d/, were presented to 24 children (ages 4–6 years) characterized by either a typically developing phonological system (TD) or a phonological disorder (PD). Two syllables, /bɑ/ and /dɑ/, were presented in an ERP oddball paradigm where both syllables served as the standard and deviant stimulus in opposite stimulus sets. Underspecification was examined with three analyses: traditional mean amplitude measurements, cluster-based permutation tests, and single-trial general linear model (GLM) analyses of single-subject data. Contrary to previous adult findings, children with PD demonstrated a large positive mismatch response (PMR) to /bɑ/ while the children with TD exhibited a negative mismatch response (MMN); significant group differences were not observed in the /dɑ/ responses. Moreover, the /bɑ/ deviant ERP response was significantly larger in the TD children than in the children with PD. At the single-subject level, more children demonstrated mismatch responses to /dɑ/ than to /bɑ/, though some children had a /bɑ/ mismatch response and no /dɑ/ mismatch response. While both groups of children demonstrated similar responses to the underspecified /dɑ/, their neural responses to the more specified /bɑ/ varied. These findings are interpreted within a proposed developmental model of phonological underspecification, wherein children with PD are functioning at a developmentally less mature stage of phonological acquisition than their same-aged TD peers. Thus, phonological underspecification is a phenomenon that likely develops over time with experience and exposure to language.

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Section: Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evidence for [Coronal] Underspecification in Typical and Atypical Phonological Development

Cummings

Ogiela

2020

Front. Hum. Neurosci.

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“…These results are similar to those of a previous study that described types of consonant errors in Korean-speaking children between the ages of 3 and 5 years, in which the authors observed that speech sound errors were the most frequent in the order of onset-fricative, nucleus-fricative, and onset-liquid [28]. In English, the easy pronunciation of / m/, /n/, /h/, and /w/, among others is completed first, and alveolar fricatives such as /s/, /sh/, /ch/, /th/, /z/ and liquids (/l/ and /r/) develop later [29,30]. Therefore, researchers have concluded that the maturation of fricative-related pronunciation is slower, and comparisons between children with SSDs and TD may show similar tendencies regardless of the language.…”

Section: Discussionmentioning

confidence: 99%

Characteristics of Functional Speech Sound Disorders in Korean Children

Han

Kim

2021

Ann Child Neurol

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Purpose: A speech sound disorder (SSD) is defined as the presence of a problem with articulation and phonological processes in a child. This study analyzed the clinical characteristics of Korean patients with functional SSDs without any neuromuscular abnormalities. Methods: The medical records of patients aged 36 to 72 months old who were diagnosed with SSDs were retrospectively reviewed. SSD patients who scored less than 85 in the U-Tap test were divided into two groups according to their receptive language scores on the PRES/SELSI. Results: Sixty-seven percent of patients with language impairment (LI) who were diagnosed with an SSD initially visited the hospital for a delay in language development (n=18, 66.7%). Among children with only an SSD, 26.7% (n=8) of the patients recognized it as a language developmental problem. All SSD patients had substitution errors in the onset of initial syllables (SSD, SSD+LI: 100%; typical development [TD]: 37.5%). Of particular note, SSD children with LI had more omission errors (55.6%) than patients with SSD only (16.7%). SSD patients had higher error rates than TD children in all consonants except for the glottal element (P<0.01). The lower the U-Tap score of SSD patients, the lower their expressive language score (P<0.001). Conclusion: A high percentage of children with SSD initially visited the hospital for the treatment of language development delays. Articulation tests are essential for children who suffer from language delay. Furthermore, since incorrect articulation can lead to delays in expressive language development, early interventions should be considered.

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“…With all its different dialects, the development of English speech sounds differs from other languages. Comparing it to the Arabic language, previous research [3][4][5][6][7] also clarified the difference in the age and order of acquisition of the English speech sounds from those of the Arabic language among its different dialects [8][9][10], Table 1.…”

Section: Introductionmentioning

confidence: 87%

Descriptive analysis of the development of the Arabic speech sounds among typically developing colloquial Egyptian Arabic-speaking children

Elrefaie¹,

Hegazi²,

El-Mahallawi³

et al. 2021

Egypt J Otolaryngol

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Background Literature only mentioned a few kinds of research that did study the development of the speech sounds of the Colloquial Egyptian Arabic dialect. Moreover, these studies focused on describing the phonological processes that children undergo in early childhood rather than describing the exact time of acquisition of these sounds. Besides, no study involved a statistically enough sample size of children across the different age ranges. Thus, this study aimed to explore the development of the Arabic phonemes among 360 typically developing Egyptian children who speak the CEA dialect, between the ages of 1.6 years and ≤ 7.4 years. Results The results of a 93-picture-naming test of children were analyzed. A phoneme is considered acquired when 90% of the children could properly utter the target phoneme in all word positions and mastered when 100% of children could correctly pronounce the target phoneme in all word positions. The results revealed that by the age of 1.6–2.0 years, the 6 long vowels of the CEA dialect, besides the /h/,/ʔ/, /b/, /w/, /j/, /m/, and /n/ were mastered. /t/ and /d/ sounds were mastered by the age of 2.6 years followed by /l/ sound by the age of 3.0 years. Then, /ħ/, /ʕ/ sounds were mastered followed by /k/, and /g/ at the age of 3.0 and 3.6 years, respectively. At the age of 5.0 years, /f/ sound was mastered, then /x / and /ʃ/ sounds were mastered by the age of 4.6 years, followed by /s/, /sˁ/, /tˁ/, /dˁ/. By the age of 5.6 and 6.0 years, /ɣ/, /r/, and /z/ were mastered. The /q/, /θ/, /ð/, and /ðˁ/ sounds were mastered by the age of 6.0–6.6 years. This study revealed that fricative sounds developed before the stop sounds and front stops before the back stops, and emphatic Arabic sounds were the last to develop at the school age (> 5 years). Conclusions This study presented a chart of the development of the Arabic phonemes of the CEA to be used as a guide to decide upon the correct trimming to start articulatory therapy for children with articulation and/or phonological disorders.

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Children's English Consonant Acquisition in the United States: A Review

Cited by 66 publications

References 58 publications

Evidence for [Coronal] Underspecification in Typical and Atypical Phonological Development

Evidence for [Coronal] Underspecification in Typical and Atypical Phonological Development

Characteristics of Functional Speech Sound Disorders in Korean Children

Descriptive analysis of the development of the Arabic speech sounds among typically developing colloquial Egyptian Arabic-speaking children

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