• Phonetics and Speech Sciences
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• v.12 no.1
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• pp.51-63
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• 2020

Phonological awareness is a metalinguistic awareness ability of phonology and is known to predict language skills, such as reading and vocabulary skills. The purpose of this study was to investigate the relationship between phonological awareness, phonological processing, and language skills in 4- to 6-years-old typically developing (TD) children and children with language delay (LD). A total of 32 children (TD=18, LD=15) participated in this study. They performed a phonological awareness task consisting of counting, deletion, and discrimination at syllable level. Nonword Repetition, Digit Backward, Receptive & Expressive Vocabulary Test, and Grammaticality Judgment Task were performed to analyze the correlation between phonological awareness, phonological processing, and language ability. A multiple stepwise regression analysis was performed to examine the phonological awareness subtasks that predict language ability. In the TD group, the syllable categorization task significantly predicted the receptive vocabulary and the performance of the Grammaticality Judgment Task. The LD group showed that the syllable counting task significantly predicted the receptive vocabulary, the expressive vocabulary, and the performance of the Grammaticality Judgment Task. The results showed that the phonological awareness performance was significantly different between the two groups. Further, correlation analysis and regression analysis showed different results for each group. The result of the phonological awareness performance predicted the language ability of each group significantly, suggesting the importance of the meta-linguistic awareness ability of phonology.

• Proceedings of the KSPS conference
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• 2007.05a
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• pp.270-273
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• 2007

The purpose of this study was to evaluate the effects of multisensory(AVK: Auditory, Visual and Kinethetic) treatment on reading pronunciation with phonological prcessing - tensification, palatalization, and lateralization for the middle school students with delayed language development caused by mental retarded. Participants were three children with reading pronunciation difficulties in phonological processing. The following conclusions were arrived. First, three children are improved on tensifiication, palatalization, and lateralization by multisensory treatment program. Second, multisensory treatment was effective in facilitating generalization. Three children presented prominent generalization effcects in lateralization. Third, they were found to maintain partially their performance rates of the later phase of the reading with phonological processing intervention three weeks after the termination of the intervention.

• MALSORI
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• no.39
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• pp.53-71
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• 2000

With the 130 patients who were diagnosed as functional articulation disorders with no physical problems, a statistical study was performed to investigate their background information and phonological processes of errors. The results are as follows: (1) Males showed higher prevalence than females, and 5-year-old-patients showed the highest in age. (2) Most patients showed errors of 2~5 phonemes (3) The most frequent errors were found in plosives and alveolar sounds, and the most frequent phonological process of errors in the aspects of manner and place of articulation were stop-assimilations and alveolar assimilations, respectively.

• Proceedings of the KSPS conference
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• 2000.03a
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• pp.141-155
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• 2000

With the 130 patients who were diagnosed as functional articulation disorders with no physical problems, statistical study was performed to investigate their background informations and phonological processes of errors. The results are as followings : (1) Males showed higher prevalence than females, and 5-year-patients showed the highest in age. (2) Most patients showed errol.s of 2 - 5 phonemes (3) The most frequent errors were found in plosives and alveoalrs, and the most frequent phonological process of errors in the aspects of manner and place of articulation were stop-assimilations and alveolar assimilations, respectively.

• MALSORI
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• no.51
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• pp.39-55
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• 2004

Working memory is the term used to refer to the mental workplace in which information can be temporarily stored and manipulated during complex everyday activities such as understanding language. The studies on language and working memory are based on Baddeley's phonological working memory and Daneman and Carpenter's functional working memory. This article reviews two working memory models and the studies on language and working memory based on each model. These are described in the implication of working memory in language development and specific language impairment-evaluation and treatment.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.16 no.1
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• pp.49-52
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• 2005

Background and Objectives : Children with cleft palate children may be imparied in articulation and resonance. This study examined the phonological process usage of 3-, 4- and 5- year old children with cleft palate. Materials and Method : Twenty seven children with cleft palat participated 3-, 4- and 5-year old children with cleft palate. The authors performed speech evaluation using picture consonants test for children with cleft palate. Percentage of consonants correct(PCC), mean value of each phoneme depends on articulation site and manner were evaluated. Results : In place of articulation, ommission of velar consonants were the most frequent. In manner of articulation, ommission of nasal consonants were the most frequent. Backing, glottal stop, was the most prominent phonological process children with cleft palate. Conclusion : These results may indicate that articulation disorder with cleft palate. and other articulation disorders differences should be considered in the interpretation of speech evaluations.

• Speech Sciences
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• v.9 no.2
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• pp.193-202
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• 2002

The purpose of this study is to examine the phonological awareness of hearing impaired children. A number of researches indicate that hearing impaired children have articulation disorders due to their impaired auditory feedback. However, in children who have the ability to distinguish certain phonemes, they sometimes show misarticulation of the phonemes. Phonological awareness refers to recognizing the speech-sound units and their forms in spoken language (Hong, 2001). The subjects who participated in the experiment are composed of four hearing impaired children (3 cochlear implanted children and 1 hearing aided child). Phonological Awareness was evaluated by the test battery developed by Paik et al. (2001). The subtests consisted of rhyme matching, onset matching I II, word initial segmentation and matching I II. If the children asked for retelling, it was retold to a maximum of 4 times. Each item score was 1 point. The results were compared to those of Paik et al. (2001). The results of study were that subject 1 showed superior rhyme matching ability, subjects 2 and 3 fair ability, and subject 4 inferior ability. In onset matching I, all subjects showed inferior ability except for subject 3. Interestingly, subjects 1 showed the lowest onset matching I score. In word initial segmentation and matching I, subjects 1 and 4 showed inferior ability and subjects 2 and 3 showed fair ability. In onset matching II, subject 2 showed the perfect score 10 even though she showed very low score. In word initial segmentation and matching II, only subjects 2 and 3 showed appropriate levels of the skill. The results show that the phonological awareness of hearing impaired children is different from that of normal children.

• Phonetics and Speech Sciences
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• v.7 no.2
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• pp.3-8
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• 2015

Denasalization that nasals are replaced by stops is an unusual error pattern related to manner of articulation. The purpose of this study is to investigate the prevalence of denasalization and to scrutinize the nasal production according to phonological context for typically developing children and children with speech sound disorders(SSD). 220 typically developing children and 48 SSD children from 2~6 years of age were tested with a formal word test, and those who demonstrate denasalization were selected. In addition, the nasal production of SSD children with denasalization were analyzed for the correctness and the error types using the formal word test and spontaneous conversation. The results were as follows: (1) Denasalization was shown in below 10% of 2-3 years of age with typically developing children and in above 20% of 2-5 years of age with SSD. (2) The SSD children who demonstrate denasalization were categorized into 4 types according to the error context of nasals; nasal errors with all word positions, nasal errors with word-final and word-medial positions, nasal errors with word-medial position preceding vowels, and nasal errors with word-medial position preceding obstruents. These results indicate that denasalization is a clinically important error pattern, and word-medial position preceding obstruents is an essential context for denasalization in terms of Korean phonotactics.

• Clinical and Experimental Pediatrics
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• v.49 no.4
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• pp.341-353
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• 2006

Learning disorders are diagnosed when the individual's achievement on standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence. Subtypes of learning disorders may be classified into two groups, language-based type learning disorders including reading and writing disorder, and nonverbal type learning disorder (NLD) such as those relating to mathematics & visuospatial skills, and those in the autism spectrum. Converging evidence indicates that reading disorder represents a disorder within the language system and more specifically within a particular subcomponent of that system, phonological processing. Recent advances in neuroimaging technology, particularly the development of fMRI, provide evidences of a neurobiological basis for reading disorder, specifically a disruption of two left hemisphere posterior brain systems, one parieto-temporal, the other occipito-temporal. The former is the reading system for beginner reading, the latter for skilled reading. Compensatory engagement of anterior systems around the inferior frontal gyrus(Broca's area) and a posterior(right occipito-temporal) system is noted in persistent poor readers in long-term follow up study. The theoretical model proposed to explain NLD's source is not right hemisphere damage, but rather the white matter model. The working hypothesis of the white matter model is that the underdevelopment of, damage to, or dysfunction of cerebral white matter(long myelinated fibers) is the source of this disorder. The role of an evidence-based effective intervention in the remediation of children with learning disorder is discussed.

• Phonetics and Speech Sciences
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• v.12 no.1
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• pp.85-95
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• 2020

Sentence repetition is a way of evaluating speech sound production to improve the limitation of word tests and spontaneous speech analysis. Speech sounds produced by children can be evaluated using several indicators. This study examined the progression of the percentage of correct consonants-revised (PCC-R) and phonological whole-word measure in different age and gender groups after setting consonants in various vowel contexts and implementing sentence repetition tasks that were designed to give all phonemes the chance to appear at least three times. For this study, 11 sentence repetition tasks were applied to 535 children aged 3 to 7 across the country, after which the resulting PCC-R and whole-word measure were analyzed. The study results showed that all the indicators improved in older age groups and there were significant differences depending on age, however, no significant differences dependent on gender were found. The sentence repetition conditions data used in this study were collected from across the country, and the age difference between each age group was six months. This study is noteworthy because it collected a sufficient amount of data from each group, highlighted the limitation of the word naming and the spontaneous speech analysis, and suggests new criteria of evaluation through the analysis of each whole-word measure in sentence repetition, which was not applied in previous studies.