Children's Phonology Sourcebook by Lesley Flynn

By Lesley Flynn

The authors specialize in various degrees of the processing of speech to inspire the pro to undertake a considerate and inventive technique whilst operating with speech-disordered teenagers. This illustrated ebook comprises actions, video games and tales.

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Extra resources for Children's Phonology Sourcebook

Sample text

The operation of constraints may explain why some children are slow to pick up new words, and this may only become evident after a period of intervention. Vocabulary selection will take into account both semantics and phonology at the same time. The 600 first words on pages 203-4 are listed according to phonological structure to assist such treatment planning. Selection of target words could also be based on the syllable complexity codings on page 9. Depending on the level of complexity in the child's current vocalizations, words selected initially might contain only one consonant, for example, but include a number of the consonants which tend to occur earlier (see Table 1).

The strategies of selection and avoidance can be viewed as methods by which limits are put on the linguistic input the child has to process. Since normally developing children reach the stage of more automatic speech production by 1824 months, when perceptual and motor systems are relatively immature, methods for updating the output lexical store through new motor plans and revision of phonological rules must be built into the system. Setting up rules; two examples In order to test the workings of the model we will discuss two rules which appear to apply in the phonological systems of two young children, the first of whom adopted an unusual phonological rule to deal with fricatives, as described by Leonard & McGregor (1991).

In both adult and child conversation communicating meaning is crucial. This is not to say that the physical form and productive aspects of utterances are not important, but that speakers are less conscious of these concrete aspects of communication than of the abstract function. Speed and automaticity of production therefore need to be acquired early in language development if a child is to be an adequate conversational partner. Hewlett (see also Spencer, 1988) suggests therefore that Page 6 information about a motor plan is sent both to the motor processing component for implementation and, if reasonably successful, for storage in the output lexicon by way of realization rules.

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