Phonological Behavior in Toddlers With Slow Expressive Language Development Toddlers with slow expressive language development were compared to normally speaking age-mates on three global measures of phonological behavior: the average level of complexity of their syllable structures, the number of different consonant phonemes produced, and the percentage of consonants correctly produced in intelligible utterances. The groups were found to ... Research Article
Research Article  |   February 01, 1992
Phonological Behavior in Toddlers With Slow Expressive Language Development
 
Author Affiliations & Notes
  • Rhea Paul
    Portland State University, OR
  • Patricia Jennings
    Evergreen, WA, Public Schools
Article Information
Special Populations / Language Disorders / Speech, Voice & Prosody / Language / Research Articles
Research Article   |   February 01, 1992
Phonological Behavior in Toddlers With Slow Expressive Language Development
Journal of Speech, Language, and Hearing Research, February 1992, Vol. 35, 99-107. doi:10.1044/jshr.3501.99
History: Received October 12, 1990 , Accepted May 7, 1991
 
Journal of Speech, Language, and Hearing Research, February 1992, Vol. 35, 99-107. doi:10.1044/jshr.3501.99
History: Received October 12, 1990; Accepted May 7, 1991

Toddlers with slow expressive language development were compared to normally speaking age-mates on three global measures of phonological behavior: the average level of complexity of their syllable structures, the number of different consonant phonemes produced, and the percentage of consonants correctly produced in intelligible utterances. The groups were found to differ significantly on all three variables. Further analyses were done, breaking the groups down into narrower age ranges. These comparisons also revealed differences between late-talking and normal youngsters. Detailed analyses of the range of phonemes and syllable structures produced, as well as the appearance of phoneme classes within syllable structures and positions, revealed that late talkers showed a delayed rather than a deviant pattern of phonological development. The implications of these findings for identifying and monitoring expressive delay in toddlers are discussed.

Acknowledgments
An earlier version of this paper was presented at the 1990 Convention of the American Speech‐Language‐Hearing Association, Seattle, WA. The research was supported by NIH grant #DC00793 and grants from the Meyer Memorial Trust, the American Speech-Language-Hearing Foundation, and Portland State University.
Order a Subscription
Pay Per View
Entire Journal of Speech, Language, and Hearing Research content & archive
24-hour access
This Article
24-hour access