Lecture 8

Front 1

Perceptual abilities still being fine
tuned

Back 1

• Phonemic categorization developing through age 14
• Isolated word perception developing through age 10
• Sentence perception (certain constructions) developing through age 1

Front 2

Speech production during schoolage years

Back 2

• Later acquired sounds
– [θ, ð, ʒ] – Sander, 1972
– [r, z, v] – Ingram et al., 1980
– “Late eight” [s, z, ʃ, θ, ð, ʧ, r, l] Bleile
– Dentalized [s] in 10% of 9-year olds (Smit, 1993b

Front 3

Last Speech Sounds that children master...

Back 3

The last speech sounds that children master tend to be those that involve continuous airflow, including fricatives, affricates, and liquids

Front 4

Consonant Clusters

Back 4

• Not adult-like until age 9
• Cluster reduction continues to be used
• Lengthening of certain elements of the clusters
• Epenthesis (occurs up to age 8;0)
• 75% or below in accuracy for ages 5;6 to 7;0:
– [sl], [br], [θr], [skw], [spr], [str], [skr] (How could these clusters be summarized?

Front 5

consonant clusters that are acquired later in development...

Back 5

Clusters that are acquired later in development tend to include later acquired phonemes such as alveolar and
interdental fricatives as well as liquids.
Some of these clusters include three phonemes, which would likely make them more complex to plan and execute

Front 6

Morphophonology

Back 6

• The study of the different allomorphs (forms) of the
morpheme (grammatical unit) and the rules governing their use.
• Example: Different phonemes are used to mark plural for “glasses” [əz] versus “boats” [s] versus “bags” [z] (What do you think the plural rule is?)
• Another example: Being able to change the word form to change its grammatical function (e.g., complete to completion)
• Continues to develop through age 1

Front 7

Phonological Awareness

Back 7

• There are interconnections between learning to speak and learning to read.
• Phonological awareness is an individual’s awareness of the sound structure of a spoken word (in contrast to the written word – print awareness)
– How many words in a sentence?
– How many syllables in a word?
– Which two words rhyme?
– First sound in a word? (d- for “dog”

Front 8

Phonemic Awareness

Back 8

• Refers to only the phoneme level (lowest level of sound within a linguistic system).
– Segment and match sounds – What is a word that starts with the same sound as Kitty?
– Manipulate sounds – What would “heart” be without the first sound

Front 9

What about reading for those with
phonological impairments?

Back 9

• Those with articulation but not phonological disorders are not at high risk for literacy problems.
• Why might this be?
• Those with phonological impairments at risk for literacy problems because other domains of language are more likely to be affected
• Particularly true when disorder is severe or when errors are not consistent with normal patterns

Front 10

Phones

Back 10

physical forms resulting from
physiological processes – have acoustic properties

Front 11

Phonemes

Back 11

defined in terms of their linguistic function – how they act as meaningful units within a language