Hostname: page-component-8448b6f56d-dnltx Total loading time: 0 Render date: 2024-04-19T05:35:41.320Z Has data issue: false hasContentIssue false
  • English
  • Français

Relationship between early phonological processing and later phonological awareness: Evidence from nonword repetition

Published online by Cambridge University Press:  13 January 2020

Michelle E. Erskine Open the ORCID record for Michelle E. Erskine [Opens in a new window] ,
Benjamin Munson  and
Jan R. Edwards
Michelle E. Erskine*
Affiliation:
University of Wisconsin–Madison and University of Maryland–College Park
Benjamin Munson
Affiliation:
University of Minnesota, Minneapolis
Jan R. Edwards
Affiliation:
University of Wisconsin–Madison and University of Maryland–College Park
*
*Corresponding author. Email: merskine@terpmail.umd.edu
Get access Rights & Permissions [Opens in a new window]

Abstract

This study investigated whether individual differences in receptive vocabulary, speech perception and production, and nonword repetition at age 2 years, 4 months to 3 years, 4 months predicted phonological awareness 2 years later. One hundred twenty-one children were tested twice. During the first testing period (Time 1), children’s receptive vocabulary, speech perception and production, and nonword repetition were measured. Nonword repetition accuracy in the present study was distinct from other widely used measures of nonword repetition in that it focused on narrow transcription of diphone sequences in each nonword that differed systematically in phonotactic probability. At the second testing period (Time 2), children’s phonological awareness was measured. The best predictors of phonological awareness were a measure of speech production and a measure of phonological processing derived from performance on the nonword repetition task. The results of this study suggest that nonword repetition accuracy provides an implicit measure of phonological skills that are indicative of later phonological awareness at an age when children are too young to perform explicit phonological awareness tasks reliably.

Keywords

nonword repetitionphonological awarenessphonological processingpreschool-aged children
Type
Original Article
Information
Applied Psycholinguistics , Volume 41 , Issue 2 , March 2020 , pp. 319 - 346
Copyright
© Cambridge University Press 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, R., & Cheung, S. (2003). Time to read: Family resources and educational outcomes in Britain. Journal of Comparative Family Studies, 34, 413–433.Google Scholar
Anderson, J., Wagovich, S. A., & Hall, N. E. (2006). Nonword repetition skills in young children who do and do not stutter. Journal of Fluency Disorders, 31, 177–199. doi: 10.1016/j.jfludis.2006.05.001CrossRefGoogle Scholar
Anthony, J. L., & Lonigan, C. J. (2004). Nature of phonological sensitivity: Converging evidence from four studies of preschool and early grade-school children. Journal of Educational Psychology, 96, 43–55.CrossRefGoogle Scholar
AVAAZ Innovations. (1995). SAILS: Speech Assessment and Interactive Learning System [Computer program]. Version 1.2. London, Ontario: Author.Google Scholar
Baddeley, A. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36, 189–208. doi: 10.1016/S0021-9924(03)00019-4CrossRefGoogle ScholarPubMed
Bates, D., Machler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67, 1–48. doi: 10.18637/jss.v067.i01CrossRefGoogle Scholar
Beckman, M. A., Munson, B., & Edwards, J. (2011). Methodological issues in the analysis of phonotactic probability effects in nonwords. In Lee, W. S. & Zee, E. (Eds.), Proceedings of the 17th International Congress of Phonetic Sciences (ICPhS XVII): August 17–21, 2011 (p. 300–303). Hong Kong: City University of Hong Kong.Google Scholar
Beckman, M. E., & Edwards, J. (2000). Lexical frequency effects on young children’s imitative productions. In Pierrehumbert, J. & Broe, M. (Eds.), Papers in laboratory phonology 5. Cambridge: Cambridge University Press.Google Scholar
Bird, J., Bishop, D. V. M., & Freeman, N. H. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech Language and Hearing Research, 38, 446–462.CrossRefGoogle ScholarPubMed
Boersma, P., & Weenink, D. (2016). Praat: Doing phonetics by computer [Computer program]. Version 6.0.26. Retrieved March 2, 2016, from http://www.praat.org/Google Scholar
Carroll, J. M., Snowling, M. J., Stevenson, J., & Hulme, C. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39, 913–923.CrossRefGoogle ScholarPubMed
Chaney, C. (1992). Language development, metalinguistic skills, print awareness in 3-year-old children. Applied Psycholinguistics, 13, 485–514.CrossRefGoogle Scholar
Chiat, S. (2006). Commentaries: The developmental trajectory of nonword repetition. Applied Psycholinguistics, 27, 552–556. doi: 10.1017/S014271640623039XCrossRefGoogle Scholar
Chiat, S., & Roy, P. (2007). The preschool repetition test: An evaluation of performance in typically developing and clinically referred children. Journal of Speech, Language, and Hearing Research, 50, 429–443.CrossRefGoogle ScholarPubMed
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.Google Scholar
Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136–1146.CrossRefGoogle ScholarPubMed
Dunn, M. L., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test (4th ed.). Minneapolis, MN: Pearson Assessments.Google Scholar
Edwards, J., & Beckman, M. E. (2008). Methodological questions in studying consonant acquisition. Clinical Linguistics & Phonetics, 22, 937–956. doi: 10.1080/02699200802330223CrossRefGoogle ScholarPubMed
Edwards, J., Beckman, M. E., & Munson, B. (2004). The interaction between vocabulary size and phonotactic probability effects on children’s production accuracy and fluency in nonword repetition. Journal of Speech, Language, and Hearing Research, 47, 421–436.CrossRefGoogle ScholarPubMed
Edwards, J., & Lahey, M. (1998). Nonword repetitions of children with specific language impairment: Exploration of some explanations for their inaccuracies. Applied Psycholinguistics, 19, 279–309.CrossRefGoogle Scholar
Ferguson, C., & Farwell, C. B. (1975). Words and sounds in early language acquisition. Language, 51, 419–439. doi: 10.2307/412864CrossRefGoogle Scholar
Gathercole, S. E. (2006). Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27, 513–543. doi: 10.1017/S0142716406060383CrossRefGoogle Scholar
Gathercole, S. E., & Adams, A. (1993). Phonological working memory in very young children. Developmental Psychology, 29, 770–778. doi: 10.1037/0012-1649.29.4.770CrossRefGoogle Scholar
Goldman, R., & Fristoe, M. (2000). Goldman-Fristoe Test of Articulation (2nd ed.). Circle Pines, MN: American Guidance Service.Google Scholar
Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Essays in developmental psychology series. Hove: Erlbaum.Google Scholar
Gray, S. (2006). Commentary on keynote. Applied Psycholinguistics, 27, 562–564. doi: 10.1107/S0142716406250392CrossRefGoogle Scholar
Gupta, P. (2009). A computational model of nonword repetition, immediate serial recall, and nonword learning. In Thorn, A. & Page, M. (Eds.), Interactions between short-term and long-term memory in the verbal domain (pp. 108–135). Hove, East Sussex: Psychology Press.Google Scholar
Hoffman, P. R., Stager, S., & Daniloff, R. G. (1983). Perception and production of misarticulated (r). Journal of Speech and Hearing Disorders, 48, 210–215. doi: 10/1044/jshd.4802.210CrossRefGoogle Scholar
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, 11–30. doi: 10.1016/S0021-9924(99)00023-4CrossRefGoogle ScholarPubMed
Liberman, I. Y. (1972). Segmentation of the spoken word and reading acquisition. Bulletin of the Orton Society, 23, 65–77.Google Scholar
Lindblom, B. (1992). Phonological units as adaptive emergents of lexical development. In Ferguson, C., Menn, L., & Stoel-Gammon, C. (Eds.), Phonological development: Models, research, implications (pp. 131–163). Timonium, MD: York Press.Google Scholar
Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36, 596–613. doi: 10.1037/0012-1649.36.5.596CrossRefGoogle ScholarPubMed
McBride, C. (2015). Children's literacy development. Oxford: OUP.CrossRefGoogle Scholar
McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179–192. doi: 10.1037.0022-0663.87.2.179CrossRefGoogle Scholar
McBride-Chang, C., & Ho, C. S. (2005). Predictors of beginning reading in Chinese and English: A 2-year longitudinal study of Chinese kindergartners. Scientific Studies of Reading, 9, 117–144.CrossRefGoogle Scholar
Metsala, J. L. (1999). Young children’s phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3–19. doi: 10.1037/0022-0663.91.1.3CrossRefGoogle Scholar
Metsala, J. L., & Walley, A. C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In Metsala, J. L. & Ehri, L. C. (Eds.), Word recognition in beginning literacy (pp. 89–120). Mahwah, NJ: Erlbaum.Google Scholar
Miller, G. A. & Nicely, P. (1955). An analysis of perceptual confusions among some English consonants. Journal of the Acoustical Society of America, 27, 338–352. doi: 10.1121/1.1907526CrossRefGoogle Scholar
Munson, B. (2001). Phonological pattern frequency and speech production in adults and children. Journal of Speech, Language, and Hearing Research, 44, 778–792. doi: 10.1044/1092-4388(2001/061)CrossRefGoogle ScholarPubMed
Munson, B., Baylis, A. L., Krause, M. O., & Yim, D. (2010). Representation and access in phonological impairments. Laboratory Phonology, 10, 381–404.Google Scholar
Munson, B., Edwards, J., & Beckman, M. E. (2005). Phonological knowledge in typical and atypical speech-sound development. Topics in Language Disorders, 25, 190–206. doi: 10.1097/00011363-200507000-00003CrossRefGoogle ScholarPubMed
Munson, B., Kurtz, B., & Windsor, J. (2005). The influence of vocabulary size, phonotactic probability, and wordlikeness on nonword repetitions of children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 48, 1033–1047. doi: 10.1044/1092-4388(2005/072)CrossRefGoogle ScholarPubMed
Nittrouer, S., & Burton, L. (2005). The role of early language experience in the development of speech perception and phonological processing abilities: Evidence from 5-year-olds with histories of otitis media with effusion and low socioeconomic status. Journal of Communication Disorders, 38, 29–63. doi: 10.1016/j.jcomdis.2004.03.006CrossRefGoogle ScholarPubMed
Pierrehumbert, J. B. (2003). Phonetic diversity, statistical learning, and acquisition of phonology. Language and Speech, 46, 115–154. doi: 10.1177/00238309030460020501CrossRefGoogle ScholarPubMed
Pisoni, D. B., Nusbaum, H. C., Luce, P. A., & Slowiaczek, L. M. (1985). Speech perception, word recognition, and the structure of the lexicon. Speech Communication, 4, 75–95. doi: 10.1016/0167-6393(85)90037-8CrossRefGoogle ScholarPubMed
Raudenbush, S. W., Yang, M. L., & Yosef, M. (2000). Maximum likelihood for generalized linear models with nested random effects via higher-order, multivariate Laplace approximation. Journal of Computation and Graphical Statistics, 9, 141–157. doi: 10.2307/1390617Google Scholar
Robert, J., Jurgens, J., & Burchinal, M. (2005). The role of home literacy practices in preschool children’s language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48, 345–359. doi: 10.1044/1092-4388(2005/024)CrossRefGoogle Scholar
Rohl, M., & Pratt, C. (1995). Phonological awareness, verbal working memory and the acquisition of literacy. Reading and Writing, 7, 327–360. doi: 10.1007/BF01027723CrossRefGoogle Scholar
Roth, F. P., Speece, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and early reading. Journal of Educational Research, 95, 259–272. doi: 10.1080/00220670209596600CrossRefGoogle Scholar
Rvachew, S. (2006). Longitudinal prediction of implicit phonological awareness skills. American Journal of Speech-Language Pathology, 15, 165–176. doi: 10.1004/1058-0360(2006/016)CrossRefGoogle Scholar
Rvachew, S., & Grawburg, M. (2006). Correlates of phonological awareness in preschoolers with speech sound disorders. Journal of Speech Language and Hearing Research, 49, 74–87. doi: 10.1044/1092-4388(2006/006)CrossRefGoogle ScholarPubMed
Rvachew, S., & Jamieson, D. G. (1989). Perception of voiceless fricatives by children with a functional articulation disorder. Journal of Speech and Hearing Disorders, 54, 193–208. doi: 10.1044/jshd.5402.193CrossRefGoogle ScholarPubMed
Rvachew, S., Ohberg, A., Grawburg, M., & Heydig, J. (2003). Phonological awareness and phonological perception in 4-year-old children with delayed expressive phonology skills. American Journal of Speech-Language Pathology, 12, 463–471. doi: 10.1044/1058-0360(2003/092)CrossRefGoogle ScholarPubMed
Schneider, W., Eschman, A., & Succolotto, A. (2012). E-Prime user’s guide. Pittsburgh: Psychology Software Tools.Google Scholar
Shriberg, L. D., Lohmeier, H. L., Campbell, T. F., Dollaghan, C. A., Green, J. R., & Moore, C. A. (2009). A nonword repetition task for speakers with misarticulations: The syllable repetition task (SRT). Journal of Speech, Language, and Hearing Research, 52, 1189–1212. doi: 10.1044/1092-4388(2009/08-0047)CrossRefGoogle Scholar
Smith, C. L., & Tager-Flusberg, H. (1982). Metalinguistic awareness and language development. Journal of Experimental Child Psychology, 34, 449–468. doi: 10.106/0022-0965(82)90071-6CrossRefGoogle Scholar
Torgesen, J., Alexander, A., Wagner, K., Rashotte, C., Voeller, K., & Conway, T. (2001). Intensive remedial instruction for children with severe disabilities: Immediate and long-term outcome from two instructional approaches. Journal of Learning Disabilities, 34, 33–58. doi: 10.1177/002221940103400104CrossRefGoogle Scholar
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2013). Comprehensive Test of Phonological Processing (2nd ed.). Austin, TX: Pro-Ed.Google Scholar
Walley, A. C., Metsala, J. L., & Garlock, V. M. (2003). Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability. Reading and Writing, 16, 5–20. doi: 10.1023/A:1021789804977CrossRefGoogle Scholar