• Phonetics and Speech Sciences
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• v.3 no.3
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• pp.181-189
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• 2011

The present study aimed to determine the phonological errors of children in Korean-Vietnamese speaking multicultural families through comparison analyses with those of Korean monolingual peers with phonological disorders. The subjects were 38 children aged about 4-6 years. To examine phonological errors, the Urimal Test of Articulation and Phonation (words) was used. Performances were analyzed by frequency. The results showed some differences between the two groups. There was a tendency for children in Korean-Vietnamese speaking multicultural families to show a higher frequency of phonological errors than Korean monolingual children with phonological disorders. However, the former showed lower error percentages in a few error patterns than the latter such as syllable final consonant deletion, showing similar patterns to those of the normal children. They also showed very unique error patterns such as the highest error percentage in palatal affricates. It remains to be seen if these error patterns are just delay in acquisition or phonological disorders.

• Speech Sciences
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• v.13 no.4
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• pp.143-155
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• 2006

Recently, many researchers have been interested in children with phonological disorders. The purpose of this study was to examine those children in comparison with normal children and to find better assessment criteria of the whole-word approach. Three children with phonological disorders and three normal children of 5 to 7 years old participated in the picture description tasks. Results of this study were as follows: there was a significant difference in the whole-word assessment between normal and phonological disorder children. Such criteria as whole-word correctness, whole-word complexity, whole-word intelligibility proved to be good for diagnosing children's phonological disorders. Further studies would be desirable to apply the approach to more children of various age groups.

• Speech Sciences
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• v.13 no.3
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• pp.169-183
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• 2006

The purpose of this study was to find an effect of Metaphon Intervention on the improvement of speech intelligibility of preschool children with articulation-phonological disorders. Subjects were 4 preschool children with articulation-phonological disorders. A multiple baseline design across subjects was used to examine the effect of the program. The program consisted of 2 steps. The first step was composed of concept level, sound level, phoneme level, and word level. The second step was on sentence level. Results were as follows: First, metaphon ability of all subjects was improved after the Metaphon Intervention. Second, speech intelligibility of all subjects was improved after Metaphon Intervention. From the results above, Metaphon Intervention can be effective to improve not only phonological awareness and metaphon but also overall speech intelligibility of preschool children with articulation-phonological disorders.

• Speech Sciences
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• v.7 no.2
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• pp.7-18
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• 2000

The purpose of this study was to investigate the phonological error patterns of korean children with and without specific phonological disorders(SPD). In this study, 29 normally developing children and 10 SPD children were involved. The children were matched the percentage of consonants correct(PCC). 22 picture cards were used to elicit korean consonants in word initial syllable initial, word medial syllable initial, word medial syllable final, word final syllable final positions. The findings were as follows. First, the phonological error patterns of SPD were 1) similar to those of normal children with the same PCC, 2) similar to those of normal children with the lower PCC, or 3) unusual to those of normal children. Second,. korean children showed phonological processes reflecting the korean phonological characteristics: tensification, reduction of the word medial syllable final consonant. This study suggests that both the PCC and error patterns should be considered in assessing phonological abilities of children.

• Journal of The Korean Society of Integrative Medicine
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• v.9 no.4
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• pp.167-181
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• 2021

Purpose : This study was conducted to investigate whether phonetic complexity affected the type and frequency of articulation errors and the acoustic duration of consonants and words produced by children with functional articulation and phonological disorders. Methods : The participants in this study were 20 children with functional articulation and phonological disorders and 20 children without such disorders who were between 3 years 7 months old and 4 years 11 months old. The participants were asked to name what they saw in pictures and their responses were recorded. The types and frequencies of articulation errors and the acoustic duration of words were analyzed and words were categorized as being of either 'high' or 'low' phonetic complexity. The acoustic duration of initial and final consonants and vowels following initial consonants were compared between the groups according to articulatory complexity. Results : Children with functional articulation and phonological disorders produced articulation errors more frequently when saying high complexity words and had longer word duration when saying low-complexity words than children without such disorders. There was no major difference in initial and final consonant duration between the groups. but the main effect of articulatory complexity on the duration of both consonants was significant. Conclusion : These results suggest that the articulatory-phonic structure of words influences the speech motor control ability of children with functional articulation and phonological disorders. When articulating consonants, children with functional articulation and phonological disorders had speech motor control ability similar to that of children without such disorders.

• Phonetics and Speech Sciences
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• v.10 no.4
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• pp.127-134
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• 2018

This study aims to explain the difficulties children with articulation and phonological disorders have in producing alveolar fricative sounds. The study will perform a comparative analysis revealing how ordinary children produce alveolar fricative sounds through five different acoustic variables, and consequently identifying objective differences, compared to children with articulation and phonological disorders. Therefore, this study compared and analyzed the differences between 10 children with articulation and phonological disorders and 10 ordinary children according to a phonation type of alveolar fricative sounds (/s/ and /$s^*$), a type of vowel (/i/, /ε/, /u/, /o/, /ɯ/, /ʌ/, /ɑ/), and a structure of syllables (CV, VCV) through acoustic variables including a central moment, skewness, kurtosis, a center of gravity and variance. That is, children with articulation and phonological disorders, when compared to ordinary children, have difficulties with concentrating an agile and momentary friction with strength when articulating alveolar fricative sounds, which uses strong energy and accompany tension. Furthermore, the values of alveolar fricative sounds of children with articulation and phonological disorders appeared to spread evenly over the average range, which means that the range of overall the standard deviation values for children with functional phonological disorders is wider than that of ordinary children. For a future study, if the mispronounced sounds relating to omission, substitution, and addition can be compared and analyzed for various target groups, it could be used effectively to help children with functional phonological disorders.

• Speech Sciences
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• v.14 no.3
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• pp.161-176
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• 2007

The purpose of this study is to examine the phonological awareness ability of preschool children with speech disorders. Subjects were composed of 18 articulatorily-disordered preschool children and 18 phonologically-disordered children of 4-6 years old. Percent of correct consonants and phonological awareness ability were tested. Results showed as follows: First, there was no remarkable difference between the two groups in percent of correct consonants. Second, the average of the total scores of the phonological awareness test showed a remarkable difference between the two groups. The same result was found in the small groups classified by the age. Because there was a remarkable difference in the phonological awareness ability in the test groups, the phonological awareness ability can be employed as an important parameter to distinguish articulatorily-disordered children from phonologically-disordered children.

• Phonetics and Speech Sciences
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• v.7 no.3
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• pp.165-173
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• 2015

This study was aim to compare the phonological error patterns and PCC(Percentage of Correct Consonants) derived from the single word and spontaneous speech contexts of the speech sound disorders with unknown origin(SSD). The present study suggest that the development phonological error patterns and non-developmental error patterns of the target children, in according to speech context. The subjects were 15 children with SSD up to the age of 5 from 3 years of age. This research use 37 words of APAC(Assessment of Phonology & Articulation for Children) in the single word context and 100 eojeol in the spontaneous speech context. There was no difference of PCC between the single word and the spontaneous speech contexts. Significantly different developmental phonological error patterns between the single word and the spontaneous speech contexts were syllable deletion, word-medial onset deletion, liquid deletion, gliding, affrication, fricative other error, tensing, regressive assimilation. Significantly different non-developmental phonological error patterns were backing, addtion of phoneme, aspirating. The study showed that there was no difference of PCC between elicited single word and spontaneous conversational context. And there were some different phonological error patterns derived from the two contexts of the speech sound disorders. The more important interventions target is the error patterns of the spontaneous speech contexts for the immediate generalization and rising overall intelligibility.

• Phonetics and Speech Sciences
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• v.9 no.4
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• pp.115-122
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• 2017

This study attempts to determine the extent to which late talkers are at the risk of delayed phonological development, in order to identify groups at risk and to find factors affecting delayed phonological development. A group of 1,452 children (51% boys, 49% girls) were recruited from the nationwide Panel Study on Korean Children. The current study collected data from 418 children who were previously identified as late-talkers (LT) at their age of three on average (Time 1: expressive vocabulary test) and three years later (Time 2: phonological test). Their phonological outcomes of the Time 2 were analyzed and then compared to those of a group of 1,056 children with typical language development (NLT: no late-talkers) at the age of three in terms of the number of incorrect consonants, and the speech sound disorders rating scores. LT showed a lower articulation score than NLT, and boys showed a lower score than girls. These findings indicate that the late onset of speech and the gender of young children could be potential risk factors of speech sound disorders.

• Phonetics and Speech Sciences
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• v.2 no.4
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• pp.239-244
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• 2010

The purpose of this study is to investigate two phonological error patterns on coronal feature of children with functional articulation disorders and to compare them with those of general children. We tested 120 children with functional articulation disorders and 100 general children from 2~4 years of age with 'Assessment of Phonology & Articulation for Chidren(APAC)'. The results were as follows: (1) 37 disordered children substituted [+coronal] consonants for [-coronal] consonants (fronting of velars) and 9 disordered children substituted [-coronal] consonants for [+coronal] consonants (backing to velars). (2) Theses two phonological patterns were affected by the articulatory place of following phoneme. (3) The fronting pattern of children with articulation disorders was similar with that of general children, but their backing pattern was different with that of general children. These results show the clinical usefulness of coronal feature in phonological pattern analysis, the need of articulatory assessment with various phonetic context, and the importance of error contexts in clinical judgment.