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
Home
Subjects
Solutions
Create
Log in
Sign up
Upgrade to remove ads
Only ₩37,125/year
- Arts and Humanities
- English
- Linguistics
Review terms and definitions
Focus your studying with a path
Take a practice test
Get faster at matching termsHow do you want to study today?
Flashcards
Learn
Test
Match
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.
Sets with similar termsLanguage Development Chapter 10
45 terms
rusheeniewilson1
Disorders of Articulation & Phonology
55 terms
Samantha_Vaquerano
Final Exam
187 terms
akoritzinsky
CD 451 Midterm Review
76 terms
kait_godsave
Sets found in the same folderArticulation Disorders- September 22nd and Septemb…
88 terms
a_panzer
Articulation Disorders- Appraisal Collection of Da…
57 terms
a_panzer
Articulation Disorders Mid-Term Study Guide
53 terms
morganward2
Consonants and Vowels chart
38 terms
a_panzer
Other sets by this creatorChapter 1: Respiratory Anatomy & Physiology
44 terms
a_panzer
Documentation and Medical Terminology
13 terms
a_panzer
Counseling and End of Life Care
31 terms
a_panzer
Pediatric Dysphagia and Trach/Vent Populations
51 terms
a_panzer
Other Quizlet sets
Chapter 3 Research Methods and Study Design
39 terms
mayfie06
Study Designs
12 terms
April_PascoePLUS
Mktg 3633 Chapter 7 Super quiz- UARK Kopp
45 terms
natalie_sorge
Chapter 4
26 terms
cbear24
Related questionsQUESTION
Geertz is most well-known for his interpretive analysis of
15 answers
QUESTION
What are the two types of testimony?
15 answers
QUESTION
What is an enthymeme? How do visual images make these kind of arguments? Even without words? What does this mean for a speaker designing a PowerPoint?
2 answers
QUESTION
The Arthur W. Page society, named after Arthur W. Page, established six ethical principles which aim to guide modern public relations practice. Please list at least FOUR of the SIX of these principles.
2 answers