Consonant Cluster Productions in Preschool Children Who Speak African American English

Autor/inn/en	Macrae, Toby; Hoge, Rachel; Farquharson, Kelly
Titel	Consonant Cluster Productions in Preschool Children Who Speak African American English
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 4, S.1370-1385 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macrae, Toby) ORCID (Hoge, Rachel) ORCID (Farquharson, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Phonemes; Preschool Children; Black Dialects; African American Children; North American English; Cultural Differences; Language Usage; Phonological Awareness; Language Skills; Articulation (Speech); Speech Communication; Speech Impairments; Florida; Goldman Fristoe Test of Articulation + Suchen Sie Ihr Suchwort? Fonem; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; African Americans; Afroamerikaner; Amerikanisches Englisch; Kultureller Unterschied; Sprachgebrauch; Language skill; Sprachkompetenz; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung
Abstract	Purpose: The aim of this study was to compare word-initial and word-final consonant cluster productions in young children who speak African American English (AAE) and compare their productions to what we know about cluster productions in children who speak Mainstream American English (MAE), in order to minimize misdiagnosis of speech sound disorders. Method: Twenty-two children (ages 2;10-5;4 [years;months]) labeled pictures whose names contained at least one consonant cluster in word-initial and/or word-final position. Most two-element clusters of English were sampled, the majority in two or more words. The participants' responses were transcribed using a consensus transcription procedure. Each cluster attempt was analyzed for its similarity with MAE. Results: Percentage matching scores were significantly higher for word-initial than word-final clusters. Word-final clusters produced as singletons were significantly more common than word-final cluster substitutions. However, word-initial cluster substitutions were significantly more common than word-initial clusters produced as singletons. Word-initial cluster mismatches were consistent with markedness theory and the sonority sequencing principle (SSP). By contrast, word-final cluster mismatches were not consistent with the SSP, while the voicing generalization seen in adult speakers of AAE was evident. Conclusion: Culturally and linguistically appropriate assessment of phonological development in children who speak AAE requires an understanding of the contrastive and noncontrastive features exemplified in their consonant cluster productions. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01