Procedure for Maximizing Phonological Information from Single-Word Responses

1984 ◽  
Vol 15 (4) ◽  
pp. 267-274 ◽  
Author(s):  
Harriet B. Klein
Keyword(s):  
Phonological Information ◽  
Single Word ◽  
Preliminary Assessment ◽  
Target Attainment ◽  
Phonological Processes ◽  
Step Procedure ◽  
Yield Information ◽  
Assessment Measure ◽  
Busy Clinician ◽  
Planning Intervention

Formal articulation test responses are often used by the busy clinician as a basis for planning intervention goals. This article describes a 6-step procedure for using efficiently the single-word responses elicited with an articulation test. This procedure involves the assessment of all consonants within a word rather than only test-target consonants. Responses are organized within a Model and Replica chart to yield information about an individual's (a) articulation ability, (b) frequency of target attainment, substitutions, and deletions, (c) variability in production, and (d) phonological processes. This procedure is recommended as a preliminary assessment measure. It is advised that more detailed analysis of continuous speech be undertaken in conjunction with early treatment sessions.

Examining the validity of three methods of measuring pre-readers’ knowledge of storybook events

2021 ◽  
pp. 026565902199554
Author(s):  
Lynn Dempsey
Keyword(s):  
The Other ◽  
Narrative Comprehension ◽  
Important Predictor ◽  
Story Comprehension ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Event Knowledge ◽  
Yield Information ◽  
Highly Correlated ◽  
Planning Intervention

Planning intervention for narrative comprehension deficits requires a thorough understanding of a child’s skill in all component domains. The purpose of this study was to examine the validity of three methods of measuring pre-readers’ event knowledge, an important predictor of story comprehension. Thirty-eight typically developing children (12 males; 26 females) between the ages of 30–59 months ( M = 42.05 SD = 7.62) completed three measures – verbal account, enactment, picture-sequencing – that tapped their knowledge of two different events before listening to stories based on each of those events and completing story comprehension tasks. Scores for verbal account and enactment, but not for picture sequencing, (1) were moderately correlated with comprehension scores for the corresponding story; (2) reflected differential knowledge of the two events, though not in the expected direction; (3) were moderately correlated with one another in the case of each story. In general measures for the same event were more highly correlated with one another than with measures of the other event. Overall, results suggest that verbal account and enactment may yield information useful for clinicians planning intervention for children with narrative comprehension deficits.

Phonological Process Analysis Using Three Position Tests

1986 ◽  
Vol 17 (1) ◽  
pp. 72-79 ◽  
Author(s):  
Robert J. Lowe
Keyword(s):  
Process Analysis ◽  
Phonological Information ◽  
Phonological Process ◽  
Phonological Processes ◽  
Cluster Reduction

Phonological process analysis forms were developed for the Goldman-Fristoe Test of Articulation and selected items from the Templin-Darley Tests of Articulation. These forms were used to describe the articulation of a 3-year-old child with multiple articulation errors. Both forms identified backing, final consonant deletion, stopping, and cluster reduction as processes affecting the child's speech. Procedures for scoring the forms are provided. For clinicians not familiar with phonological processes, the use of these forms should prove helpful in deriving phonological information.

The Effect of Sampling Condition on Children’s Productions of Consonant Clusters

1994 ◽  
Vol 37 (4) ◽  
pp. 868-882 ◽  
Author(s):  
Sharynne McLeod ◽  
Linda Hand ◽  
Joan B. Rosenthal ◽  
Brett Hayes
Keyword(s):  
Speech Sound ◽  
Consonant Clusters ◽  
Single Word ◽  
Connected Speech ◽  
Phonological Processes ◽  
Sampling Conditions ◽  
Wide Range ◽  
Significant Difference ◽  
Sampling Condition ◽  
Cluster Reduction

An investigation was conducted to compare the effects of single word and connected speech sampling conditions on the production of consonant clusters. Speech samples were obtained from 40 children with speech sound impairments who were aged 3 years: 6 months to 5 years. The children’s productions of 36 commonly occurring consonant clusters were compared across the two sampling conditions. Overall, children’s productions were more similar than different. Differences between the sampling conditions were apparent for three of the eight phonological processes studied, namely, cluster reduction, final consonant deletion, and epenthesis. Of 12 fine phonetic variations, only aspirated stops showed a significant difference between the sampling conditions. There was a wide range of individual variation.

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.

What is special about orthographic processing?

2014 ◽  
Vol 17 (2) ◽  
pp. 225-252 ◽  
Author(s):  
Jonathan Grainger ◽  
Thomas Hannagan
Keyword(s):  
Word Reading ◽  
Object Identification ◽  
Orthographic Processing ◽  
Single Word ◽  
Phonological Processes ◽  
Orthographic Representations ◽  
Generic Architecture ◽  
Object Parts ◽  
Single Word Reading

Starting from a generic architecture for reading words in alphabetic scripts, we examine the special status of letters as the building block of single word reading. After briefly describing the overall architecture that defines the interaction between orthographic and phonological processes during silent reading for meaning, we then focus on orthographic processing. We describe the nature of orthographic representations as hypothesized in our approach and we discuss how such representations might be learned during reading acquisition. We present the hypothesis that such learning involves the adaptation of basic object identification mechanisms to the specific constraints of reading, and we provide examples of this adaptation. In the light of this, we then compare the function of letters as constituents of written words relative to the role of object parts in other kinds of familiar visual stimuli (e.g. faces, numbers). We explain why we think letters must have a special status and we provide some preliminary empirical evidence in favor of this special status for letters as parts of words. Keywords: reading; orthography; visual word recognition; orthographic learning; letter strings; object identification

An Initial Investigation of Phonological Patterns in Typically Developing 4-Year-Old Spanish-English Bilingual Children

2001 ◽  
Vol 32 (3) ◽  
pp. 153-164 ◽  
Author(s):  
Brian Goldstein ◽  
Patricia Swasey Washington
Keyword(s):  
Collaborative Study ◽  
Bilingual Children ◽  
Typically Developing ◽  
Single Word ◽  
Phonological Processes ◽  
Old Spanish ◽  
Place Of Articulation ◽  
English Bilingual ◽  
Different Types ◽  
Manner Of Articulation

Purpose: This collaborative study investigated phonological patterns in 12 typically developing 4-year-old bilingual (Spanish-English) children. Method: A single-word phonological assessment with separate versions for English and Spanish was administered to each child. Analyses consisted of a phonetic inventory; percentage of consonants correct; percentage of consonants correct for voicing, place of articulation, and manner of articulation; and the percentage of occurrence for phonological processes. Results: The results indicated that there were no significant differences between the two languages on percentage of consonants correct; percentage of consonants correct for voicing, place of articulation, and manner of articulation; or percentage of occurrence for phonological processes. However, the children exhibited different patterns of production across the two languages and showed different patterns compared to monolingual children of either language. Clinical Implications: The preliminary findings suggest that the phonological system of bilingual (Spanish-English) children is both similar to and different from that of monolingual speakers of either language. Compared to monolingual speakers, bilingual children should be expected to exhibit different types of errors and different substitution patterns for target sounds.

Comparison of Three Methods for Eliciting Phonological Processes

1989 ◽  
Vol 69 (3-1) ◽  
pp. 771-778 ◽  
Author(s):  
Marie M. Watson
Keyword(s):  
Single Word ◽  
Continuous Speech ◽  
Phonological Processes ◽  
Elicitation Methods

Eight articulatory disordered children were studied to compare the occurrence of phonological processes using three elicitation methods, including single-word productions, imitated sentences, and continuous speech sampling. A total of 11 phonological processes were shown by the subjects, with only the process of gliding indicative of significantly different rates of occurrence among the three procedures. These subjects were relatively consistent in their use of phonological processes under different speaking conditions.

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