Children's speech sound errors may reflect deficits in acoustic-phonetic, articulatory-phonetic, or phonological knowledge of those sounds. The purpose of the current study was to explore the factors believed to contribute to accurate articulation of /s/ in children with typically developing speech. Forty-eight children in their pre-kindergarten or kindergarten year participated. Acousticphonetic knowledge was assessed using a computer game targeting identification of correct and incorrect productions of /s/. Articulatory-phonetic skill was evaluated using maximum repetition tasks and by assessing stimulability for /s/. Phonological knowledge was assessed by examining the acoustic cues used by children to distinguish their productions of /s/ and /theta/. Acoustic-phonetic knowledge and phonological knowledge were each found to explain a small but significant amount of the variance in articulation accuracy. Three different perspectives regarding the relative importance of perceptual and articulatory skills in the development of phonological knowledge are discussed. Clinical implications of the results are considered.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.99195 |
| Date | January 2006 |
| Creators | Ohberg, Alyssa. |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Master of Science (School of Communication Sciences and Disorders.) |
| Rights | © Alyssa Ohberg, 2006 |
| Relation | alephsysno: 002541540, proquestno: AAIMR28518, Theses scanned by UMI/ProQuest. |
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