ERIC Number: EJ878365
Record Type: Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: 0
Effects of Word Position and Stress on Onset Cluster Production: Evidence from Typical Development, Specific Language Impairment, and Dyslexia
Marshall, Chloe R.; van der Lely, Heather K. J.
Language, v85 n1 p39-57 Mar 2009
Children with specific language impairment (SLI) and dyslexia have phonological deficits that are claimed to cause their language and literacy impairments and to be responsible for the overlap between the two disorders. Little is known, however, about the phonological grammar of children with SLI and dyslexia, and indeed whether they show differences in phonological development. We designed a nonword repetition task to investigate the impact of word position and stress on the production accuracy of onset clusters. We compared the performance of children with SLI and dyslexia, SLI only, and dyslexia only (mean age eleven), and three groups of typically developing children (aged five, seven, and nine). Analysis of cluster production accuracy revealed that all three clinical groups made significantly more errors on word-medial clusters compared to word-initial clusters. Unstressed clusters were more difficult than stressed clusters for the two dyslexic groups but not the SLI-only group. None of the groups of typically developing children showed an effect of word position or stress on cluster accuracy. All groups, however, created new clusters significantly more frequently in initial than medial positions. These results indicate a difference in phonological grammar in children with SLI and dyslexia that could potentially shed light on the relationship between the two disorders. Furthermore, they indicate that structural position and stress are developmentally independent elements in phonological representations.
Descriptors: Phonology, Dyslexia, Language Impairments, Children, Task Analysis, Comparative Analysis, Error Analysis (Language), Error Patterns, Grammar
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A