Skip to main content Accessibility help
×
Home

Phonological and morphological analysis skills in young children*

  • Karen M. Smith-Lock (a1) and Hyla Rubin (a1)

Abstract

Twenty-two normally developing five-year-olds were asked to judge, identify, repair and explain phonological and morphological errors. All of the errors involved the addition, substitution or omission of a single phoneme, which in the morphological task, was also an inflectional morpheme. Stimuli were controlled for type of error (omission, addition, substitution), location of the error (word final) and word status of the resulting error (word, non-word). Children performed significantly better on the phonological task than on the morphological task. It is proposed that the results are due to differences in the type and location of linguistic information to be analysed and to differences in memory demands in the tasks.

Copyright

Corresponding author

Address for correspondence: Haskins Laboratories, 270 Crown Street, New Haven, Connecticut 06511–6695, USA.

Footnotes

Hide All
[*]

This study was submitted in partial fulfilment of the first author's Master of Health Science degree. We would like to thank the Metropolitan Separate School Board, Toronto, Ontario, particularly Connie Rankin and Hariette de Boer, for allowing us to collect data in their classrooms. We would also like to thank Ignatius G. Mattingly and Diane Lillo-Martin for thought-provoking discussion and comments on a draft of this article. The article has benefited greatly from the careful comments of two anonymous reviewers. This work was supported in part by Grant A2008 to Hyla Rubin from the Natural Sciences and Engineering Research Council of Canada and by Grant HD-O1994 to Haskins Laboratories from the National Institute of Child Health and Human Development.

Footnotes

References

Hide All
Blachman, B. (1984). Language analysis skills and early reading acquisition. In Wallach, G. P. & Butler, K. (eds), Language learning disabilities in school age children. Baltimore: Williams & Wilkens.
Clarke, E. (1978). Awareness of language: some evidence from what children say and do. In Sinclair, A., Jarvella, R. J. & Levelt, W. J. M. (eds), The child's conception of language. Berlin: Springer-Verlag.
Cole, R. A. (1973). Listening for mispronunciations: a measure of what we hear during speech. Perception and Psychophysics 1, 153–6.
Cole, R. A. (1981). Perception of fluent speech by children and adults. Annals of the New York Academy of Sciences 379, 92109.
Cole, R. A. & Perfetti, C. A. (1980). Listening for mispronunciations in a children's story: the use of context by children and adults. Journal of Verbal Learning and Verbal Behavior 19, 297315.
de Villiers, J. G. & de Villiers, P. A. (1974). Competence and performance in child language. Journal of Child Language 1, 1112.
Fluharty, N. B. (1978). Fluharty preschool speech and language screening test. Boston: Teaching Resources.
Fox, B. & Routh, D. K. (1975). Analysing spoken language into words, syllables and phonemes: a developmental study. Journal of Psycholinguistic Research 4, 331–42.
Gleitman, L. R., Gleitman, H. & Shipley, E. F. (1972). The emergence of the child as grammarian. Cognition 1, 137–64.
Liberman, I. Y., Shankweiler, D., Fischer, F. W. & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology 18, 201–12.
Rosner, J. & Simon, D. P. (1971). The auditory analysis test: an initial report. Journal of Learning Disabilities 4, 384–92.
Rubin, H. (1988). Morphological knowledge and early writing ability. Language and Speech 31, 337–55.
Rubin, H., Mallory, S., Farndale, D., Howe, T. & Ramdeholl, S. (n.d.). The development of language analysis in young children. Unpublished study.
Shipley, K. G., Stone, T. A. & Sue, M. B. (1983). Test for examining expressive morphology. Arizona: Communication Skill Builders.
Slobin, D. I. (1973). Cognitive prerequisites for the development of grammar. In Ferguson, C. A. & Slobin, D. I. (eds), Studies of child language development. New York: Holt, Rinehart & Winston.
Slobin, D. I. (1985). Crosslinguistic evidence for the language-making capacity. In Slobin, D. I. (ed.), The crosslinguistic study of language acquisition. Vol. 2: Theoretical issues. Hillsdale, NJ: Erlbaum.
Smith, C. L. & Tager-Flusberg, H. (1982). Metalinguistic awareness and language development. Journal of Experimental Child Psychology 34, 449–68.
Treiman, R. (1985). Onsets and rimes as units of spoken syllables: evidence from children. Journal of Experimental Child Psychology 39, 161–81.
Tunmer, W. E. & Herriman, H. L. (1984). The development of metalinguistic awareness: a conceptual overview. In Sinclair, A., Jarvella, R. J. & Levelt, W. J. M. (eds), The child's conception of language. Berlin: Springer-Verlag.
Walley, A. C. (1987). Young children's detections of word-initial and word-final mispronunciations in constrained and unconstrained context. Cognitive Development 2, 145–67.
Zhurova, L. Y. (1963). The development of analysis of words into their sounds by preschool children. Soviet Psychology and Psychiatry II, 1727.

Related content

Powered by UNSILO

Phonological and morphological analysis skills in young children*

  • Karen M. Smith-Lock (a1) and Hyla Rubin (a1)

Metrics

Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed.