A Multi-Dimensional Approach to Gradient Change in Phonological Acquisition: A Case Study of Disordered Speech Development

Autor/inn/en	Glaspey, Amy M.; MacLeod, Andrea A. N.
Titel	A Multi-Dimensional Approach to Gradient Change in Phonological Acquisition: A Case Study of Disordered Speech Development
Quelle	In: Clinical Linguistics & Phonetics, 24 (2010) 4-5, S.283-299 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
DOI	10.3109/02699200903581091
Schlagwörter	Cues; Phonetic Transcription; Acoustics; Evaluation Methods; Phonology; Language Processing; Language Acquisition; Speech Evaluation; Syllables; Phonemes; Communication Disorders; Speech Impairments; Language Research; Suprasegmentals; Comparative Analysis; Speech Therapy; Speech Language Pathology; Young Children; Articulation (Speech); Outcomes of Treatment; Accuracy; Language Tests; Measures (Individuals); Case Studies; Peabody Picture Vocabulary Test; Preschool Language Scale + Suchen Sie Ihr Suchwort? Stichwort; Lautschrift; Akustik; Fonologie; Sprachverarbeitung; Sprachaneignung; Spracherwerb; Silbe; Fonem; Kommunikationsstörung; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Sprachforschung; Entwicklungsproximale Sprachtherapie; Logotherapie; Frühe Kindheit; Language test; Sprachtest; Messdaten; Case study; Fallstudie; Case Study
Abstract	The purpose of the current study is to document phonological change from a multidimensional perspective for a 3-year-old boy with phonological disorder by comparing three measures: (1) accuracy of consonant productions, (2) dynamic assessment, and (3) acoustic analysis. The methods included collecting a sample of the targets /s, [image omitted], t[image omitted], and d[image omitted]/ produced in single words and repeated over time. The samples were analysed using phonetic transcription and acoustic measures of duration, spectral mean, and spectral variance. A dynamic assessment was administered that showed change in response to cues and linguistic environments using a 15-point scale. The results from the three measures were compared for gradient change and evidence of covert contrasts. In conclusion, gradient change was illustrated across the three measures and contrasts were evident in the child's phonological system. Acoustic measures were most sensitive, followed by dynamic assessment; however, accuracy scores based on phonetic transcription showed little to no change for some targets. (Contains 1 table and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10