Phonological development Flashcards
Children’s struggles with phonology
- usually last thing they fully acquire when learning to speak
- so complex
- difficult to learn to control
- very easy to make error
- too focused on being lexically and grammatically correct
Plosive
b, p, d, t, g, k
Fricative
v, f, z, s, h, meaSure, sh, th,
Affricate
juDGe, ch
Nasal
m, n, ng
Lateral
L
Approximant
w, r, j
Bilabial
p, b, m, w
Labiodental
f, v
Dental
th
Alveolar
t, d, n, s, z,
Palato-alveolar
sh, dg, ch
Palatal
j
Velar
k, g, ng
Glottal
h
Pamela Grundwell, 1987
identified stages for phonological acquisition (thought universal ones were too broad)
24 months: plosive, Bilabial 30 months: velar, glottal 36 months: fricative, latteral 42 months: fricative affricate 48+ months: dental
Articulatory ease
how easy it is for children to say sounds
Perceptual discriminability
how easy it is for the child to hear the sounds
Berko and Brown, 1960: fis study
- child rejected adults incorrect pronunciation of fish as fis
- when adult said fish child said ‘yes, fis’, couldn’t understand adult when they said ‘fis’
- children can hear correct pronunciation of word before they can correctly produce the right sounds themselves
Roger Brown, 1973: phonology
identified important phonological errors of children
RB: Substitution
swapping the sounds of a word so its easier to pronounce, usually a fricative e.g. free for three, dere for there
RB: Assimilation
a consonant is swapped in a word to make it easier to pronounce e.g ‘tat’ instead of ‘cat’
RB: Deletion
when its too much and they chop a bit off e.g. nana instead of banana or noi instead of noise
RB: Consonant cluster reduction
- reducing groups of consonants (two or more) down to one for ease e.g. ‘cayon’ instead of ‘crayon’, “’s’getti” instead of “spaghetti,”
Not RB: Addition
diminitives: adding a phoneme, usually to create a CVCV (Consonant, vowel, consonant, vowel) pattern
e. g. mummy, piggy, doggy
Not RB: Reduplication
when children revert back to babbling
e.g. dada, mama, baba, ju ju
