Hostname: page-component-77c89778f8-7drxs Total loading time: 0 Render date: 2024-07-16T23:18:11.196Z Has data issue: false hasContentIssue false
  • English
  • Français

Articulation and phoneme awareness of 3-year-old children

Published online by Cambridge University Press:  28 November 2008

Eleanor M. Thomas  and
Monique Sénéchal
Eleanor M. Thomas*
Affiliation:
Carleton University
Monique Sénéchal
Affiliation:
Carleton University
*
22 Findlay Avenue, Ottawa, Ontario KIS 2T9, Canada. Email: ethomas@ccs. carleton. ca
Get access Rights & Permissions [Opens in a new window]

Abstract

This report presents findings from the first phase of a longitudinal study examining the development of articulation quality and specific phoneme awareness during the fourth year of life. Articulation and phoneme awareness of /r/ and a control phoneme were assessed for 80 3-year-old children. Children whose articulation of /r/ was accurate for all items were contrasted with those who were accurate on none. The groups differed in their awareness of /r/, after controlling for awareness of the control phoneme on two of the three phoneme awareness tasks and after controlling for relevant cognitive variables. These findings support the hypothesis that accuracy of articulation is related to quality of phoneme awareness in young children.

Type
Articles
Information
Applied Psycholinguistics , Volume 19 , Issue 3 , July 1998 , pp. 363 - 391
Copyright
Copyright © Cambridge University Press 1998

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Adams, A. M., & Gathercole, S. E. (1995). Phonological working memory and speech productionin preschool children. Journal of Speech and Hearing Research, 38, 403–414.CrossRefGoogle Scholar
Baddeley, A. D., Pagano, C., & Vallar, G. (1988). When long-term learning depends on short-termstorage. Journal of Memory and Language, 27, 586–596.CrossRefGoogle Scholar
Bemthal, J. E., & Bankson, N. W. (1993). Articulation and phonological disorders. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Bird, J., Bishop, D. V. M, & Freeman, N. H. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and HearingResearch, 38, 446–462.Google Scholar
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read —A causal connection. Nature, 301, 419–421.Google Scholar
Bradley, L., & Bryant, P. E. (1985). Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press.CrossRefGoogle Scholar
Bryant, P. E., Bradley, L., Maclean, M., & Crossland, J. (1989). Nursery rhymes, phonologicalskills and reading. Journal of Child Language, 16, 407–428.CrossRefGoogle ScholarPubMed
Byrne, B., & Fielding-Bamsley, R. (1991). Evaluation of a program to teach phonemic awarenessto young children. Journal of Educational Psychology, 83, 451–455.CrossRefGoogle Scholar
Chaney, C. (1992). Language development, metalinguistic skills, and print awareness in three-year-old children. Applied Psycholinguistics, 13, 485–514.CrossRefGoogle Scholar
Chancy, C. (1994). Language development, metalinguistic awareness, and emergent literacy skills of 3-year-old children in relation to social class. Applied Psycholinguistics, 15, 371–394.Google Scholar
Creaghead, N. A. (1989). Linguistic approaches to treatment. In Creaghead, N. A., Newman, P. W., & Secord, W. A. (Eds.), Assessment and remediation of articulatory and phonological processes (pp. 193–215). New York: Macmillan.Google Scholar
Dinnsen, D. A., & Elbert, M. (1984). On the relationship between phonology and learning. In Elbert, M., Dinnsen, D., & Weisman, G. (Eds.), Phonological theory and the misarticulating child (pp. 59–68). Rockville, MD: American Speech-Language-Hearing Association.Google Scholar
Dunn, L., & Dunn, L. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: Ameri-can Guidance Services.Google Scholar
Eimas, P. D., Siqueland, E. R., Jusczyk, P. W., & Vigorito, J. (1971). Speech perception in earlyinfancy. Science, 171, 304–306.CrossRefGoogle Scholar
Elbers, L., & Wijnen, F. (1992). Effort, production skill, and language learning. In Ferguson, C. A., Menn, L., & Stoel-Gammon, C. (Eds.), Phonological development: Models, research, implica-tions. Timonium, MD: York Press.Google Scholar
Ferguson, C. A. (1986). Discovering sound units and constructing sound systems: It's child's play. In Perkell, J. S. & Klatt, D. H. (Eds.), lnvariance and variability in speech processes (pp. 36–57). Hillsdale, NJ: Erlbaum.Google Scholar
Fowler, A. E. (1991). How early phonological development might set the stage for phonologicalawareness. In &, S. BradyShankweiler, D. (Eds.), Phonological processes in literacy: Atribute to Isabelle Y. Liberman. Hillsdale, NJ: Erlbaum.Google Scholar
Fox, B., & Routh, D. K. (1975). Analysing spoken language into words, syllables and phonemes:A developmental study. Journal of Psycholinguistic Research, 4, 331–342.CrossRefGoogle Scholar
Gardner, M. F. (1990). EOWPVT-R: Expressive One-Word Picture Vocabulary Test (Revised). Novato, CA: Academic Therapy Publications.Google Scholar
Gathercole, S. E., & Adams, A. M. (1993). Phonological working memory in very young children. Developmental Psychology, 29, 770–778.Google Scholar
Gathercole, S. E. & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Lan-guage. 28, 200–213.CrossRefGoogle Scholar
Gathercole, S. E., Willis, C. S., Emslie, H., & Baddeley, A. D. (1992). Phonological memory andvocabulary development during the early school years: A longitudinal study. DevelopmentalPsychology. 28, 887–898.Google Scholar
Gerkin, L., Murphy, W. D., & Aslin, R. N. (1995). Three- and four-year-olds’ perceptual confusionsfor spoken words. Perception and Psychophysics, 57, 475–486.Google Scholar
Gilhooly, K. J., & Logie, R. H. (1980). Age-of-acquisition, imagery, concreteness, familiarity, and ambiguity measures for 1,944 words. Behavior Research Methods and Instrumentation, 12, 395–427.Google Scholar
Hodson, B. W. (1991). Facilitating intelligibility: Assessment, therapy and consideration acrosslanguages. In Yavas, M. S. (Ed.), Phonological disorders in children: Theory, research and practice (pp. 142–151). New York: Routledge.Google Scholar
Ingram, D. (1989). Phonological disability in children. London: Cole & Whurr.Google Scholar
Jusczyk, P. W. (1986). Toward a model of the development of speech perception. In Perkell, J. S. & Klatt, D. H. (Eds.), Invariance and variability in speech processes (pp. 1–35). Hillsdale, NJ:Erlbaum.Google Scholar
Jusczyk, P. W. (1993). From general to language-specific capacities: The WRAPSA model of how speech per-ception develops. Journal of Phonetics, 21 3–28.CrossRefGoogle Scholar
Leonard, L. B. (1992). Models of phonological development and children with phonological disor-ders. In Ferguson, C. A., Menn, L., & Stoel-Gammon, C. (Eds.), Phonological development:Models, research, implications. Timonium, MD: York Press.Google Scholar
Locke, J. L. (1980a). The inference of speech perception in the phonologically disordered child. Part I: A rationale, some criteria, the conventional tests. Journal of Speech and HearingDisorders, 45, 431–444.Google Scholar
Locke, J. L. (1980b). The inference of speech perception in the phonologically disordered child. Part II: Someclinically novel procedures, their use, some findings. Journal of Speech and Hearing Disor-ders. 45, 445–468.Google Scholar
Magnusson, E. (1991). Metalinguistic awareness in phonologically disordered children. In Yavas, M. S. (Ed.), Phonological disorders in children: Theory, research and practice (pp. 87–120). New York: Routledge.Google Scholar
Rescorla, L. (1989). The language development survey: A screening tool for delayed language intoddlers. Journal of Speech and Hearing Disorders, 54, 587–599.CrossRefGoogle Scholar
Reznick, J., & Goldsmith, L. (1989). A multiple form word production checklist for assessing earlylanguage. Journal of Child Language, 16, 91–100.CrossRefGoogle Scholar
Schwartz, R. G. (1988). Phonological factors in early lexical acquisition. In Smith, M. D. & Locke, J. L. (Eds.), The emergent lexicon: The child's development of a linguistic vocabulary. San Diego, CA: Academic.Google Scholar
Schwartz, R. G. (1991). Interactions among language components in phonological development and disorders. In Yavas, M. S. (Ed.), Phonological disorders in children: Theory, research and practice (pp. 65–86). New York: Routledge.Google Scholar
Seidenberg, M. S. (1992). Dyslexia in a computational model of word recognition in reading. In Gough, P. B., Ehri, L. C., & Treiman, R. (Eds.), Reading acquistion (pp. 243–273). Hillsdale, NJ: Erlbaum.Google Scholar
Sénéchal, M.LeFevre, J. A., Thomas, E. M., & Daley, K. E. (1998). Differential effects of homeliteracy experiences on the development of oral and written language. Reading ResearchQuarterly, 33, 96–116.CrossRefGoogle Scholar
Shriberg, L., & Kwiatkowski, F. (1993). Computer-assisted natural process analysis(NPA): Recentissues and data. In Locke, J. (Ed.), Assessing and training phonological disorders: Currentapproaches (Seminars in Speech and Language, No. 4). New York: Thieme-Stratton.Google Scholar
Smit, A. B. (1993). Phonologic error distributions in the Iowa-Nebraska Articulation Norms Project:Consonant singletons. Journal of Speech and Hearing Research, 36, 533–547.CrossRefGoogle ScholarPubMed
Smit, A. B., Hand, LFreilinger, J. J., Bernthal, J. E., & Bird, A. (1990). The Iowa ArticulationNorms Project and its Nebraska replication. Journal of Speech and Hearing Disorders, 55,779–798.Google Scholar
Smith, C., & Tager-Flusberg, H. (1982). Metalinguistic awareness and language development. Jour-nal of Experimental Child Psychology, 34, 449–468.CrossRefGoogle Scholar
Stampe, D. (1969). A dissertation on natural phonology. New York: Garland.Google Scholar
Stemberger, J. P. (1992). A connectionist view of child phonology: Phonological processing withoutphonological processes. In Ferguson, C. A., Menn, L., & Stoel-Gammon, C. (Eds.), Phonologi-cal development: Models, research, implications (pp. 165–189). Timonium, MD: York Press.Google Scholar
Strange, W. & Broen, P. A. (1980). Perception and production of approximant consonants by 3-year-olds: A first study. In Yeni-Komshian, G. H., Kavanagh, J. F., & Ferguson, C. A. (Eds.),Child phonology: Vol. 2. Perception (pp. 117–154). New York: Academic.Google Scholar
Studdert-Kennedy, M. (1987). The phoneme as a o perceptuomotor structure. In Allport, A., Mackay, D., Prinz, W., & Scheerer, E. (Eds.), Language perception and production: Relation-ships between listening, speaking, reading, and writing (pp. 67–84). Orlando, FL: Academic.Google Scholar
Thomas, D. R. (1992). Interpreting discriminant functions: A data analytic approach. MultivariateBehavioural Research, 27, 535–553.Google ScholarPubMed
Thomas, D. R., & Zumbo, B. D. (1996). Using a measure of variable importance to investigate thestandardization of discriminant coefficients. Journal of Educational and Behavioral Statis-tics, 21, 110–130.CrossRefGoogle Scholar
Thomas, E. M. (1995). The role of articulation in phonological development and phonological awareness (Technical Report No. 10). Ottawa: Carleton University, Department of Psychology, Cognitive Development Laboratory.Google Scholar
Tunmer, W. F., Bowey, J. A., & Grieve, R. (1983). The development of young children's awarenessof the word as a unit of spoken language. Journal of Psycholinguistic Research, 12, 567–594.CrossRefGoogle Scholar
Velleman, S. L. (1988). The role of linguistic perception in later phonological development. AppliedPsycholinguistics, 9, 221–236.Google Scholar
Vellutino, F. R., & Scanlon, D. M. (1988). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. In Stanovich, K. E. (Ed.),Children's reading and the development of phonological awareness. Detroit, MI: WayneState University Press.Google Scholar
Vihman, M. M. (1982). A note on children's lexical representations. Journal of Child Language, 9,249–253.CrossRefGoogle Scholar
Vihman, M. M. (1993a). Early phonological development. In Bemthal, J. E. & Bankson, N. W. (Eds.), Articulation and phonological disorders (pp. 63–110). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Vihman, M. M. (1993b). Later phonological development. In Bemthal, J. E. & Bankson, N. W. (Eds.), Articulation and phonological disorders (pp. 111–146). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Vihman, M. M. (1993c). Variable paths to early word production. Journal of Phonetics, 21, 61–82.CrossRefGoogle Scholar
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal rolein the acquisition of reading skills. Psychological Bulletin, 101, 192–212.CrossRefGoogle Scholar
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variablelongitudinal study. Developmental Psychology, 30, 73–87.Google Scholar
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abili-ties and word-level reading as children develop from beginning to skilled readers: A 5-yearlongitudinal study. Developmental Psychology, 33, 408–479.Google Scholar
Walley, A. (1993). The role of vocabulary development in children's spoken word recognition andsegmentation ability. Developmental Review, 13, 286–350.CrossRefGoogle Scholar
Webster, P. E., & Plante, A. S. (1992). Phonologically impaired preschoolers: Rhyme with an eyetoward reading. Perceptual and Motor Skills, 75, 1195–1204.CrossRefGoogle ScholarPubMed
Webster, P. E., & Plante, A. S. (1995). Productive phonology and phonological awareness in preschool children. Applied Psycho-linguistics, 16, 43–57.Google Scholar
Weiner, P. S. (1967). Auditory discrimination and articulation. Journal of Speech and HearingDisorders, 32, 19–28.Google ScholarPubMed
Wechsler, D. (1989). Wechsler Preschool and Primary Scale of Intelligence - Revised. San Antonio, TX: The Psychological Corporation.Google Scholar
Winitz, H. (1989). Auditory considerations in treatment. In Creaghead, N. A., Newman, P. W., & Secord, W. A. (Eds.), Assessment and remediation of articulatory and phonological disorders. New York: Macmillan.Google Scholar