485
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Atypical phonological processes in naming errors of children with language impairment

ORCID Icon, & ORCID Icon
Pages 996-1012 | Received 05 Aug 2021, Accepted 10 Sep 2022, Published online: 10 Oct 2022

References

  • Adi Bensaid, L., & Ben David, A. (2010). Typical acquisition by atypical children: Initial consonant cluster acquisition by Israeli Hebrew-acquiring children with cochlear implants. Clinical Linguistics & Phonetics, 24(10), 771–794. https://doi.org/10.3109/02699206.2010.498932
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Publishing.
  • Anjarningsih, H. Y., & Puryanti, F. (2022). A preliminary study: Word and non-word repetition tasks in children with speech delay. International Review of Humanities Studies, 7(1), 141–154. https://doi.org/10.7454/irhs.v7i1.397
  • Anthony, J. L., Aghara, R. G., Dunkelberger, M. J., Anthony, T. I., Williams, J. M., & Zhang, Z. (2011). What factors place children with speech sound disorders at risk for reading problems? American Journal of Speech and Language Pathology, 20(2), 146–160. https://doi.org/10.1044/1058-0360(2011/10-0053)
  • Baker, E., & McLeod, S. (2004). Evidence-Based management of phonological impairment in children. Child Language Teaching and Therapy, 20(3), 261–285. https://doi.org/10.1191/0265659004ct275oa
  • Ben David, A. (2015). Norms in Hebrew phonological acquisition. The Israeli Journal of Language, Speech & Hearing Disorders, 34, 1–13. (Hebrew).
  • Ben David, A. (2018). Acquisition of Hebrew phonology. In G. Tubul-Lavy & H. Putter-Katz (Eds.), Speech sound disorders in Hebrew: Theoretical issues and clinical implications (pp. 18–47). Yesod. (Hebrew)‏.
  • Ben David, A. (2020). Phonological development in Hebrew: A normative cross-sectional study. In E. Babatsouli (Ed.), On under-reported monolingual child phonology (pp. 77–98). Multilingual Matters.
  • Ben David, A., & Bat-El, O. (2016). Paths and stages in acquisition of the phonological word in Hebrew. In R. Berman (Ed.), Acquisition and development of Hebrew: From infancy to adolescence (pp. 39–68). John Benjamins.
  • Bernhardt, B., & Stoel-Gammon, C. (1994). Nonlinear phonology: Introduction and clinical application. Journal of Speech, Language, and Hearing Research, 37(1), 123–143. https://doi.org/10.1044/jshr.3701.123
  • Biran, M., & Friedmann, N. (2004). SHEMESH: Naming a hundred objects. Tel Aviv University.
  • Biran, M., & Friedmann, N. (2005). From phonological paraphasias to the structure of the phonological output lexicon. Language and Cognitive Processes, 20(4), 589–616. https://doi.org/10.1080/01690960400005813
  • Biran, M., Novogrodsky, R., Harel-Nov, A., Gil, M., & Bloch, A. (2018). What we can learn from naming errors of children with language impairment at preschool age. Clinical Linguistics & Phonetics, 32(4), 298–315. https://doi.org/10.1080/02699206.2017.1365096
  • Bishop, D. V. (2014). Uncommon understanding (classic edition): Development and disorders of language comprehension in children. Psychology Press.
  • Bishop, D. V., Snowling, M. J., Thompson, P. A., & Greenhalgh, T. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLoS One, 11(7), e0158753. https://doi.org/10.1371/journal.pone.0158753
  • Bradford, B. D. A. (2000). A comparison of three therapy methods for children with different types of developmental phonological disorder. International Journal of Language & Communication Disorders, 35(2), 189–209. https://doi.org/10.1080/136828200247142
  • Braginsky, M., Yurovsky, D., Marchman, V. A., & Frank, M. C. (2019). Consistency and variability in children’s word learning across languages. Open Mind, 3, 52–67. https://doi.org/10.1162/opmi_a_00026
  • Canault, M., Thai-van, H., & Le Normand, M. T. (2020). Simplification of syllable structure in childhood apraxia of speech: A 2-year follow-up French case study. Clinical Linguistics & Phonetics 35(10) , 945–963.
  • Ceron, M. I., Gubiani, M. B., Oliveira, C. R. D., Gubiani, M. B., & Keske-Soares, M. (2017). Prevalence of phonological disorders and phonological processes in typical and atypical phonological development. CoDas, 29(3), 1–9.
  • Cummings, A. E., Ogiela, D. A., & Wu, Y. C. (2020). Evidence for [coronal] underspecification in typical and atypical phonological development. Frontiers in Human Neuroscience, 14, 1–20. https://doi.org/10.3389/fnhum.2020.580697
  • Degani, T., Kreiser, V., & Novogrodsky, R. (2019). The joint effects of bilingualism, DLD and item-frequency on children’s lexical retrieval performance. International Journal of Language and Communication Disorders, 54(3), 485–498. https://doi.org/10.1111/1460-6984.12454
  • Dockrell, J. E., Messer, D., George, R., & Wilson, G. (1998). Children with word finding difficulties – prevalence, presentation and naming problems. International Journal of Language and Communication Disorders, 44(4), 445–454 .
  • Dodd, B., Ttofari-Eecen, K., Brommeyer, K., Ng, K., Reilly, S., & Morgan, A. (2018). Delayed and disordered development of articulation and phonology between four and seven years. Child Language Teaching and Therapy, 34(2), 87–99‏. https://doi.org/10.1177/0265659017735958
  • Donegan, P., & Stampe, D. (1979). The study of natural phonology. In D. Dinnsen (Ed.), Current approaches to phonological theory. Indiana University Press.
  • Edwards, J., Munson, B., & Beckman, M. E. (2011). Lexicon-Phonology relationships and dynamics of early language development. Journal of Child Language, 38(1), 35–40. https://doi.org/10.1017/S0305000910000450
  • Estes, K. G., Evans, J. L., & Else-Quest, N. M. (2007). Differences in the nonword repetition performance of children with and without specific language impairment: A meta-analysis.
  • Faust, M., Dimitrovsky, L., & Davidi, S. (1997). Naming difficulties in language-disabled children: Preliminary findings with the application of the TOT paradigm. Journal of Speech, Language, and Hearing Research, 40(5), 1026–1036. https://doi.org/10.1044/jslhr.4005.1026
  • Friedmann, N., & Novogrodsky, R. (2011). Which questions are most difficult to understand? The comprehension of Wh questions in three subtypes of SLI. Lingua, 121(3), 367–382. https://doi.org/10.1016/j.lingua.2010.10.004
  • Gendler-Shalev, H., Ben David, A., & Novogrodsky, R. (2021). The effect of phonological complexity on word order acquisition in early childhood. First Language, 41(6), 779–793. https://doi.org/10.1177/01427237211042997
  • German, D. J., & Newman, R. S. (2004). The impact of lexical factors on children’s word-finding errors. Journal of Speech, Language, and Hearing Research, 47(3), 624–636. https://doi.org/10.1044/1092-4388(2004/048)
  • Grunwell, P. (1982). Clinical phonology. Aspen Systems Corp.
  • Grunwell, P. (1985). Developing phonological skills. Child Language Teaching and Therapy, 1(1), 65–72. https://doi.org/10.1177/026565908500100108
  • Ingram, D. (1976). Phonological disability in children. Arnold.
  • Ingram, D. (1986). Phonological development: Production. In P. Fletcher & M. Garman (Eds.), Language acquisition (2nd ed.). Cambridge University Press.
  • Ingram, D. (1989). First language acquisition. Method, description, and explanation. Cambridge University Press.
  • Joffe, V., & Pring, T. (2008). Children with phonological problems: A survey of clinical practice. International Journal of Language & Communication Disorders, 43(2), 154–164. https://doi.org/10.1080/13682820701660259
  • Leitão, S., & Fletcher, J. (2004). Literacy outcomes for students with speech impairment: Long‐term follow‐up. International Journal of Language & Communication Disorders, 39(2), 245–256. https://doi.org/10.1080/13682820310001619478
  • Leonard, L. B. (2014). Children with specific language impairment. MIT press.
  • Lewis, B. A., Freebairn, L. A., & Taylor, H. G. (2000). Academic outcomes in children with histories of speech sound disorders. Journal of Communication Disorders, 33(1), 11–30. https://doi.org/10.1016/S0021-9924(99)00023-4
  • McGregor, K. K. (1994). Use of phonological information in a word-finding treatment for children. Journal of Speech, Language, and Hearing Research, 37(6), 1381–1393. https://doi.org/10.1044/jshr.3706.1381
  • McGregor, K. K. (1997). The nature of word-finding errors of preschoolers with and without word finding deficits. Journal of Speech, Language, and Hearing Research, 40(6), 1232–1244. https://doi.org/10.1044/jslhr.4006.1232
  • McLeod, S., & Baker, E. (2017). Children’s speech: An evidence-based approach to assessment and intervention. Pearson.
  • McLeod, S., & Crowe, K. (2018). Children’s consonant acquisition in 27 languages: A cross-linguistic review. American Journal of Speech-Language Pathology, 27(4), 1546–1571. https://doi.org/10.1044/2018_AJSLP-17-0100
  • Messer, D., & Dockrell, J. E. (2006). Children’s naming and word-finding difficulties: Descriptions and explanations. Journal of Speech, Language, and Hearing Research, 49(2), 309–324. https://doi.org/10.1044/1092-4388(2006/025)
  • Munson, B., Edwards, J., & Beckman, M. E. (2005). Relationships between nonword repetition accuracy and other measures of linguistic development in children with phonological disorders. Journal of Speech, Language, and Hearing Research, 48(1), 61–78. https://doi.org/10.1044/1092-4388(2005/006)
  • Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J. (2004). The development of early literacy skills among children with speech difficulties: A test of the “critical age hypothesis.”. Journal of Speech, Language, and Hearing Research, 47(2), 337–391. https://doi.org/10.1044/1092-4388(2004/031)
  • Novogrodsky, R., & Kreiser, V. (2015). What can errors tell us about specific language impairment? Semantic and morphological cuing in a sentence completion task. Clinical Linguistics & Phonetics, 29(11), 812–825. https://doi.org/10.3109/02699206.2015.1051239
  • Novogrodsky, R., & Kreiser, V. (2019). Children with developmental language disorders (DLD) in Israel - assessment and intervention. In J. Law, C. Murphy, C. McKean, & E. P. Þórðardóttir (Eds.), The theory and practice of managing the child with language impairment- across Europe and beyond. (pp. 285-301). Routledge publication.
  • Orsolini, M., Sechi, E., Maronato, C., Bonvino, E., & Corcelli, A. (2001). Nature of phonological delay in children with specific language impairment. International Journal of Language & Communication Disorders, 36(1), 63–90. https://doi.org/10.1080/13682820150217572
  • Pascoe, M., Maphalala, Z., Ebrahim, A., Hime, D., Mdladla, B., Mohamed, N., & Skinner, M. (2010). Children with speech difficulties: A survey of clinical practice in the Western Cape. South African Journal of Communication Disorders, 57(1), 66. https://doi.org/10.4102/sajcd.v57i1.51
  • Rescorla, L. A. (2013). Late-Talking Toddlers: A 15-year follow-up. In L. A. Rescorla & P. H. Dale (Eds.), Late talkers (pp. 219–240). Brookes Publishing.
  • Rvachew, S., & Matthews, T. (2019). An N-of-1 randomized controlled trial of interventions for children with inconsistent speech sound errors. Journal of Speech, Language, and Hearing Research, 62(9), 3183–3203. https://doi.org/10.1044/2019_JSLHR-S-18-0288
  • Rvachew, S., Nowak, M., & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13(3), 250–263. https://doi.org/10.1044/1058-0360(2004/026)
  • Stampe, D. (1969, April). The acquisition of phonetic representation. Proceedings from the Annual Meeting of the Chicago Linguistic Society (Vol. 5, No. 1, pp. 443–454). Chicago Linguistic Society.
  • Stoel-Gammon, C. (2011). Relationships between lexical and phonological development in young children. Journal of Child Language, 38(1), 1–34. https://doi.org/10.1017/S0305000910000425
  • Sutherland, D., & Gillon, G. T. (2005). Assessment of phonological representations in children with speech impairment‏. Language, Speech & Hearing Services in Schools, Speech & Hearing Services in Schools, 36(4), 294–307. https://doi.org/10.1044/0161-1461(2005/030)
  • Tubul Lavy, G. (2012). Intra-Word inconsistency in apraxic Hebrew-speaking Children. Linguistics and Phonetics, 26(6), 502–517.
  • Tubul Lavy, G., Nachamani, A., & Adi Bensaid, L. (2018). Clinical practice of Israeli speech and language therapists with children with speech sound disorders: The gap between ideal and actual practice. In E. Babatsouli (Ed.), Cross-Linguistic research in monolingual and bilingual speech (pp. 271–289). Equinox Publishing.
  • Viterbori, P., Zanobini, M., & Cozzani, F. (2018). Phonological development in children with different lexical skills. First Language, 38(5), 538–559. https://doi.org/10.1177/0142723718784369
  • Weismer, S. E., Tomblin, J. B., Zhang, X., Buckwalter, P., Chynoweth, J. G., & Jones, M. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language, and Hearing Research, 43(4), 865–878. https://doi.org/10.1044/jslhr.4304.865

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.