Normal and disordered phonology in two-year-olds

Stoel‐Gammon, Carol

doi:10.1097/00011363-199111040-00005

Cited by 195 publications

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“…The most frequently used processes were gliding, stopping, and cluster reduction, all common in the speech of 3 year olds (Grunwell, 1981;Stoel-Gammon & Dunn, 1985). S3 used only one process in more than 20% of the opportunities available in her speech sample: she used gliding 56% of the time.…”

Section: Speech-language Samplesmentioning

confidence: 99%

Speech and language development in six infants adopted from China

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Pollock

Oller

2006

Journal of Multilingual Communication Disorders

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Children adopted from China currently represent the largest group of newly internationally adopted children in the US. An exploratory investigation of the communicative development of six young females adopted at ages 9 to 17 months from China by US families was conducted. Children were followed longitudinally from approximately three months post-adoption to age three years. English language skills were assessed at approximately three-month intervals, detailed communicative analyses were conducted at six months post-adoption, and outcomes were measured at three years of age. Results indicated wide variability in rates of English language development. Phonological, social-communicative, and lexical bases of communication were intact for each child at six months post-adoption. At age three years, four of the children demonstrated speech and language skills within one standard deviation of standardized test norms, one child demonstrated skills above the normal range, and one child's skills were below the normal range. This study provides evidence of the resiliency of children's language learning abilities.

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Section: Speech-language Samplesmentioning

confidence: 99%

Speech and language development in six infants adopted from China

Price

Pollock

Oller

2006

Journal of Multilingual Communication Disorders

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“…Although the cluster is similarly absent in the speech of very young MAEspeaking children, it is no longer absent by 4 years of age in the initial word position, and in the final word position, ''st'' is typically mastered by 7 years of age. 5 These age-appropriate expectations can indicate a possible phonological/articulation disorder if a child fails to meet them.…”

Section: Phonology Domainmentioning

confidence: 99%

“…This acquisitional mastery occurs over several years and its order is also systematic and predictable. 5 It is this predictable order that determines the age-appropriate milestone targets characteristic of most tests of phonology. Our proposed test also draws upon the predictable and systematic nature of phoneme acquisition, but is unique in that stimulus items were designed to be difficult to sharpen distinctions across ages and enhance the differences observable between typically developing and phonologically impaired children.…”

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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“…26 The kind of test to be used depends on the kind of information desired and the available time for the test application. [27][28][29] Natural speech is frequently indicated as a way to collect speech samples that reproduce the child's environmental conditions, providing a general idea about the child's language, which is not possible in the other tests. 9,26,27,30 However, other authors consider that all the tests have advantages and, therefore, they should be complementary.…”

mentioning

confidence: 99%

“…The assessment through spontaneous speech presents, as an advantage, the representation of the child's speech pattern, although it is a longer test that does not guarantee a sample of all desired phonemes, and in cases of children with low intelligible speech, the analysis may be difficult. 28 The choice of an instrument must be related to the test aim, and most importantly, the therapist must be aware of the limitations of each test. 28,29 The phonetic analysis provides a detailed description of hearing, acoustic, and articulatory characteristics of speech, 38 being an important instrument for listing the distortions performed and for differentiating cases in which there are distortions from those where there is phonological disorder and/or distortions.…”

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confidence: 99%

Analysis of Distortions in Children With and Without Phonological Disorders

Wertzner

Sotelo

Amaro

2005

Clinics

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PURPOSE:To verify using 4 different tests the incidence of distortions inchildren with and without phonological disorders.METHOD: Forty children between 4 and 10.2 years of age, divided into 2 groups: 20 with normal development and 20 with phonological disorders. All children underwent the phonology tests of the Child Language Assessment ABFW and 2 spontaneous speaking tests to assess for phonologic alterations. After recording, the data were printed, analyzed, and classified according to the distortions. Nonparametric (Mann-Whitney) statistical analysis was performed with the significance level being set at P <.05. RESULTS:The phonological disorder group had significantly more occurrences of distortions in all tests compared to the control group (naming, P = .04; imitation P <.001; spontaneous speaking 1, P = .01; and spontaneous speaking 2, P = .002. The Pearson correlation coefficients of the distortion occurrences among the 4 tests were high. CONCLUSION:The phonological disorder group presented a greater number of distortions in all tests. The most frequent ones were /s, z, / and the variability found within the phonological disorder group was very high. The children in this group had unstable phonological systems and so presented a high number of different distortions. Regarding the evaluation of the phonologic system, all the tests were good evaluation methods since the correlations between them were high.

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Normal and disordered phonology in two-year-olds

Cited by 195 publications

References 0 publications

Speech and language development in six infants adopted from China

Speech and language development in six infants adopted from China

A Noncontrastive Model for Assessment of Phonology

Analysis of Distortions in Children With and Without Phonological Disorders

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