At what age can most children produce all the vowel sounds and most of the consonant sounds quizlet?

1. Vowels are acquired before consonants. Before age 3, children produce most if not all the vowels

2. Among the consonants, the nasals (m,n, and -ing) are acquired the earliest. They are generally mastered between 3 and 4 years of age.

3. Stops are mastered earlier than fricatives. Most stops are mastered between 3 and 4.5 years of age. Among the stops, /p/ may be mastered the earliest.

4.Glides (/w/ and /j/) are also mastered earlier than fricatives. Glides are mastered between 2 and 4 years.

5. The liquids (/r/ and /l/) are mastered relatively late (between 3 and 5 years).

6. Fricatives and affricates are mastered later than stops and nasals. The fricative /f/ is mastered earlier than other fricatives (around age 3). Fricatives /θ, /ð/, /dʒ/,/s/ and /z/ are mastered last (between 3 and 6 years)

7. Consonant clusters (e.g., tr in the word train) are acquired later than most other sounds

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1. Arts and Humanities
2. English
3. Linguistics

Terms in this set (51)

Research Methods

Three primary ways in ehich speech sound acquisition data are obtained:

Diary Studies

-The researcher is the parent
-Allow for an in-depth examination of speech sound development

Cross-Sectional Studies

- Are used to establish norms of articulation development
- The main research questions is this: at what age do children master different speech sounds?
- A certain number of children are selected from each age level targeted by the study
- The children's speech production is sampled by various test stimuli and by spontaneous conversations.
- Specific sounds mastered by a majority of children are determined at each age level.
-The different set of sounds that are mastered by children of different ages than make up the norms.
- Some disagreement about the age sounds are mastered.

Norms for Cross- Sectional Studies

- are typical behaviors of a representative group of children
- are based on statistical averages that apply to large groups of children.
-are useful only as broad guidelines
- are of little help in prediction the performance of an individual child.

Longitudinal Studies

- one or more children are observed for an extended period of time.
- Speech samples are recorded frequently to trace the development of speech sound learning.
- longitudinal studies do not yield norms.
- They do help us understand various stages and processes of sounds acquisition in greater depth that cross-sectional studies do.

Research Findings: Speech Sound Acquistions

- Combination of the studies have shown:
-Vowels are acquired before consonants
- The nasal /m/ and /n/ consonants are among the earliest to be acquired. They are usually mastered between ages 3 and 4.
- Stop sounds are mastered earlier than fricatives. Age of mastery 3 and 4.5 years of age. The stop plosive may be mastered the earliest.
- Glides /w/ and/j/ are mastered earlier than fricatives. Glides are mastered between 2 and 4 years.
- The liquids /r/ and /l/ are mastered relatively late. usually between 3 and 7 years of age.
- Fricatives and affricates are mastered later than stops and nasals. The fricative /f/ is mastered earlier than other fricatives around age 3. other fricative are usually mastered latest around 3 and 6 years.
- Consonant clusters (br in the word brown) are acquired later than most other sounds.

The nasals /m/ and /n/ consonants

are among the earliest to be acquired. They are usually mastered between ages 3 and 4.

Stop sounds are mastered

earlier than fricatives. Age of mastery 3 and 4.5 years of age. The stop plosive may be mastered the earliest.

Glides /w/ and/j/ are mastered

earlier than fricatives. Glides are mastered between 2 and 4 years.

Fricatives and affricates are mastered

later than stops and nasals. The fricative /f/ is mastered earlier than other fricatives around age 3. other fricative are usually mastered latest around 3 and 6 years.

Consonant clusters (br in the word brown) are

acquired later than most other sounds.

Overall Sequence of speech sound Acquisition

Phase1- Laying the foundations for speech (birth to 1 year)
Phase 2- Transitioning from words to speech (1 to 2 years)
Phase 3- The growth of the inventory (2 to 5 years)
Phase 4- Mastery of speech and literacy (5+ years) Phase 2

Phase 1: Laying the foundations for speech (birth to 1 year)

- Interrelationship between the ability to produce intelligible speech and development of a child's oromotor, neurological, respiratory, and laryngeal.
- Development for oral structure and function begins in the fetus, starts to approximate the adult configuration at age 6, and is finished at approximately 18 years of age.

- Vocal tract differs in both size and shape from that of an adult.
- The infant's larynx, mouth, and pharyngeal areas evolve from a mechanism able to serve only respiratory and feeding purposes to one that is structurally ready for the production speech sounds.

Infant Perception

- A human fetus can detect sound as early as 19 weeks gestation.
- Infants can detect minute changes in speech production very early after birth.
- They are sensitive to their mothers' vocal inflection while still in utero.
- behavorial responses to these change have been detected via heart reate (in fetuses) and suck reflexes ( in Infants)
- This perception develops rapidly during the first year of life as babies are beginning to categorize speech sounds into meaningful units for their ambient language.
- Infants can also detect differences in place and manner for consonants.

Infant Production- Reflexive crying and vegetative sounds

- Mark the first stage of prelinguistic period exemplified by cries, coughs, and burps (reflexive vocalizations) and...
- Grunts, sighs, clicks, and similar noises associated with activities such as feeding (vegetative sounds)
- this state covers the period between birth to approximately two months of age.

Reflexive (0-2 months)

vegeatative sounds, sustaind crying/fussing, quasi-resonant nuclei (faint low pitched grunt like sounds with muffled resonance)

Control of Phonation (1 to 4 months)

Fully resonant nuclei (F), two or more Fs, closants (consonant like segments: raspberry, click, isolated consonant), vocants combinations, chuckles, or sustained laughter

Expansion (3 to 8 months)

Isolated vowels, two or more vowels in a row, vowel glide, ingressive sounds, squeals, marginal babbling

Basic canonical syllables (5 to 10 months)

Single consonant- vowel syllable, canonical babbling, whispered productions, consonant-vowel combination followed by a consonant (CV-C), disyllables (CVCV)whispered

Advanced forms ( 9 to 18 months)

Complex syllables (VC, CCV, CCVC), jargon, diphthongs

Non- speechlike vocalization (Typology)

a. vegetative sounds: burps, hiccups

b. fixed vocal signal: crying, laughing, groaning

Speechlike vocalizations (protophones)

a. Quasi-vowels (0 to 2 months): Vowel-like productions without shaping of the articulators
b. Primitive articulation stage (2 to 3 months): Vowel-like productions produced by shaping the articulators
c. Expansion stage (3 to 6 months): Marginal babbling comprising a consonant like and a vowel-like sound
d. Canonical babbling (6+ months): Well-formed syllables such as [baba]

Phonological Development

refers to the acquisition of speech sound form and function within a given language system,

Speech sound development

refers to the gradual articulatory mastery of speech sound forms within a given language

Vocal Play

refers to the third stage of babbling period 4 and 6 months of age. This stage is marked by longer strings of sound segments, prolonged vowel- and consonant- like productions often actualized with extreme variations in loudness and pitch

Canonical babbling

stage 4 of the babbling period, is a collective term for reduplicated and nonreduplicated (or variegated) babbling stages. This is a typical stage of prelinguistic development from the age of 6 months on. During this prelinguistic stage true babbling begins.

Reduplicated babbling

is marked by similar strings of consonant-vowel productions, especially pertaining to the consonant-like babbles

Nonreduplicated babbling or variegated babbling

demonstrates variation of both vowel- like and consonant-like realizations with typically smooth transitions between them. Reduplicated and nonreduplicated babbling stages do not necessarily follow one another sequentially. Nonreduplicated babbling does not seem to evolve out of reduplicated babbling (Mitchell and Kent, 1990)

Jargon Stage

characterized by strings of babbled utternaces that are modulated primarily by intonation, rhythm, and pausing.

Vocoid (vowel)

no phonemic vowel-like sound production. In study on 57 children from 13-14 months of age, dominant
vowels were: [E], [I], and [uh hut] .Front and central vocoids were found to be favored over high and back vocoids.

Contoid (consonant)

a sound made with enough closure of the oral cavity to produce audible friction in the mouth, has the potential to be analyzed phonemically as a consonant /h/,/d/,/b/, and /m/

Phase 2: Transitioning from words to speech (1 to 2 years)

The first word is an entity of relatively stable phonetic form used consistently in a particular context and is reconizably related to the adult-word.

Item Learning

refers to the child's acquisition of word forms as unanalyzed units rather than bu contrasting phonemes to establish words. Item learning occurs during the first-50-word stage. Ingram (1989) labeled a similar observation the presystematic stage

Holophrastic period

the period when children begin using the words in their small productive vocabulary one word at a time.

Example; "juice" might mean
"I want juice"
"Thats's juice over there"
'Mommy is drinking juice'

Phonetic Variability

refers to the unstable pronunciation of the child's first 50 words.

Phase 3- The growth of the Inventory

- this phase of speech acquistition focuses on typical aspects of speech production beyond

Components of comprehensive overview of typical English Speech Acquisition

1. Intelligibility- important predictor of speech development. 80% understood by 3 and 80% understood by their parents at age 2.
2. Comparison of the child's speech sounds with the adult target a. Acquired sounds. Consonants, consonant clusters, vowels
b. Percent correct (percent error). Consonants, consonant clusters, vowels c. Common mismatches. Consonants, consonant clusters, vowels
d. Phonological patterns/processes
3. Abilities of the child (without comparison to the adult target) a. Phonetic inventory. Consonants, consonant clusters, vowels
b. Syllable structure
4. Prosody
5. Metalinguistic/phonological awareness skills

Phonological Patterns/ Processes

• Phonological patterns (also called processes) are common patterns used by children, sometimes as a part of normal development, in which certain sounds or sound features are systematically deleted or substituted from speech.
Refer to previous class lecture notes
Table 5.5: Age of suppression of stopping
Table 5.6 (p. 139): Age of Suppression for several processes

Prosody

Appropriate expression when reading. Includes pitch (intonation), loudness, stressing phrases, throughout childhood.

Phase 4- Mastery of speech and literacy

• When attend school, refinement of their speech perception and production skills continues until eventually they reach adultlike mastery.
• A major area of attention during school years is the development of literacy - specifically, reading and spelling.
• Research shows linkage between speech and literacy .
• Along with speech production, perception, and suprasegmental development, children are also developing phonological awareness skills as they grow.

Phonological Awareness

Includes ability of a student to identify & manipulate large parts of spoken language & awareness of other aspects of sound in language. Examples: alliteration, intonation, rhyming.

Rhyme Knowledge

Reflects an understanding of the constituents of a syllable; that is, a syllable is created with an onset + rime.

- Words that rhyme differ in their onsets (cat,mat,brat,splat)

Three main rhyme knowledge task:

- Rhyme judgement (fan-van, fan-fin)
- Rhyme detection (fan-van-pin)
- Rhyme production (words that rhyme with fan)

Blending Tasks

Children are presented with elements of a word and are asked to put them together to produce a word.
Ex: What word is /b/ /ae/ /t/?
f-i-sh= fish
com-pu-ter= computer

Segmentation Tasks

Ex: "What is the first sound in 'car'?" "What is the last sound?"

Are the reverse, a child asked to segment a word into either syllables or phonemes.

Manipulation

of syllables, clusters, and phonemes requires to responds to tasks such as the following; 'say clap, not say it again withou the 'l' = cap

- The ability to manipulate syllables, clusters, and phonemes

Factors influencing typical acquisition of speech

- Gender:
- Socio Ecomomic Status:
- Language development:
- Individual variability:

Gender -

girls often acquire speech faster than boys.

Socio Economic status -

depending on how it's measured, children from high SES tend to acquire speech and phonological awareness skills earlier than children from low SES.

Language development -

typically, as language ability increases, so does speech production abilities. Thus, children with good language will likely have better speech production skills than children with poor language.

Individual variability -

this accounts for the many differences that children will experience during the course of their development; from the environment they are raised in to the places they go on vacation to the amount of family they encounter daily, etc the differences are limitless.

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