School-Aged Children's Phonological Accuracy in Multisyllabic Words on a Whole-Word Metric Purpose The purpose of this study is to examine differences in phonological accuracy in multisyllabic words (MSWs) on a whole-word metric, longitudinally and cross-sectionally, for elementary school–aged children with typical development (TD) and with history of protracted phonological development (PPD). Method Three mismatch subtotals, Lexical influence, Word Structure, ... Research Article
Research Article  |   December 10, 2018
School-Aged Children's Phonological Accuracy in Multisyllabic Words on a Whole-Word Metric
 
Author Affiliations & Notes
  • Glenda K. Mason
    School of Audiology & Speech Sciences, The University of British Columbia, Vancouver, Canada
  • Correspondence to Glenda Mason: gkellmas@audiospeech.ubc.ca
  • Editor-in-Chief: Julie Liss
    Editor-in-Chief: Julie Liss×
  • Editor: Maria Grigos
    Editor: Maria Grigos×
Article Information
Speech, Voice & Prosody / Speech / Research Articles
Research Article   |   December 10, 2018
School-Aged Children's Phonological Accuracy in Multisyllabic Words on a Whole-Word Metric
Journal of Speech, Language, and Hearing Research, December 2018, Vol. 61, 2869-2883. doi:10.1044/2018_JSLHR-S-17-0137
History: Received April 13, 2017 , Revised December 4, 2017 , Accepted July 20, 2018
 
Journal of Speech, Language, and Hearing Research, December 2018, Vol. 61, 2869-2883. doi:10.1044/2018_JSLHR-S-17-0137
History: Received April 13, 2017; Revised December 4, 2017; Accepted July 20, 2018

Purpose The purpose of this study is to examine differences in phonological accuracy in multisyllabic words (MSWs) on a whole-word metric, longitudinally and cross-sectionally, for elementary school–aged children with typical development (TD) and with history of protracted phonological development (PPD).

Method Three mismatch subtotals, Lexical influence, Word Structure, and segmental Features (forming a Whole Word total), were evaluated in 3 multivariate analyses: (a) a longitudinal comparison (n = 22), at age 5 and 8 years; (b) a cross-sectional comparison of 8- to 10-year-olds (n = 12 per group) with TD and with history of PPD; and (c) a comparison of the group with history of PPD (n = 12) with a larger 5-year-old group (n = 62).

Results Significant effect sizes p 2) found for mismatch totals were as follows: (a) moderate (Lexical, Structure) and large (Features) between ages 5 and 8 to 10 years, mismatch frequency decreasing developmentally, and (b) large between 8- to 10-year-olds with TD and with history of PPD (Structure, Features; minimal lexical influences), in favor of participants with TD. Mismatch frequencies were equivalent for 8- to 10-year-olds with history of PPD and 5-year-olds with TD. Classification accuracy in original subgroupings was 100% and 91% for 8- to 10-year-olds with TD and with history of PPD, respectively, and 86% for 5-year-olds with TD.

Conclusion Phonological accuracy in MSW production was differentiated for elementary school–aged children with TD and PPD, using a whole-word metric. To assist with the identification of children with ongoing PPD, the metric has the ability to detect weaknesses and track progress in global MSW phonological production.

Acknowledgments
The research was part of the author's doctoral dissertation. Funding for this project was provided by The University of British Columbia Hampton Fund and Social Sciences and Humanities Research Council of Canada (410-2009-0348). The author wishes to thank the participants and their families and the doctoral advisors and graduate student research assistants who contributed their time and expertise. Local colleagues are also thanked for their critiques of the article.
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