Tasks such as word association, semantic knowledge, auditory discrimination, auditory lexical decision, naming, and real-/non-word repetition were administered. (1997) described Michael, a 7-year-old boy with severe word-finding difficulties. Repetition involves the entire system: If the word repeated is a known word, the participant may tap into their phonological and semantic representation of the word.Ĭonstable et al. Naming involves semantic and phonological representations as well as access of motor programmes for words and their physical production. The simple model derives from a 'box-and-arrow' model ( Figure 2) which provides a detailed description of the different levels of processing, and subsequent routes underlying all speech processing and production tasks: Auditory discrimination tasks would involve auditory processing, phonetic discrimination, and phonological recognition of words. Repetition tasks involve all components of the system: auditory processing, access of word knowledge (if the word is known), and production of the word. Naming is an output task involving access of stored lexical knowledge and production. Auditory discrimination is an input task, which may optionally involve access of stored lexical knowledge. The model can also be used to explain what underlying components of the system, assessment, or therapy tasks tap. The key components of the framework can be summarised in a simple speech-processing model ( Figure 1) and include processing of speech input, storage of word knowledge or lexical representations, and the output or production of words. The psycholinguistic framework of Stackhouse and Wells (1997 2001) has been applied to children's speech development and difficulties (Constable, Stackhouse & Wells, 1997 Ebbels, 2000 Pascoe, Stackhouse & Wells, 2004). The models map a proposed information-processing pathway for particular tasks so that if difficulties occur, they can be viewed as a breakdown at one or more levels of the system (Baker, Croot, McLeod & Paul, 2001 Stackhouse & Wells,1997). Such tasks elucidate children's speech development and show how intervention for children with speech difficulties can best respond to their specific needs. Speech processing and production tasks such as auditory discrimination, naming, and real- and non-word repetition have been widely used in research into the typical and atypical development of speech in children (Dispaldro, Leonard & Deevy, 2013 Graf Estes, Evans, & Else-Quest, 2007 Coady & Evans, 2008 Roy & Chiat, 2004 Newton, Chiat & Hald, 2008). We describe some ways in which speech and language therapists can devise and carry out assessment with children in situations where few formal assessments exist, and also detail the challenges of such work. This exploratory study describes typical development of isiXhosa using a variety of tasks understood within a psycholinguistic framework. There is limited data regarding typical development of isiXhosa, and the focus has mainly been on speech production. The other performed equally well in naming and repetition, and obtained 100% for her auditory task. Performance across tasks was variable: One child showed a relative strength with repetition, and experienced most difficulties with auditory discrimination. Both children were approximating adult levels of accuracy in their speech output, although naming was constrained by vocabulary. Speech input processing, stored phonological knowledge and speech output are described, based on data from auditory discrimination, naming, and repetition tasks. Two children (2 years, 5 months 2 years, 8 months) are presented as single cases. We investigated the speech processing and production of 2-year-old children acquiring isiXhosa in South Africa. Michelle Pascoe Kate Rossouw Laura Fish Charne Jansen Natalie Manley Michelle Powell Loren RosenĬommunication Sciences and Disorders, Department of Health and Rehabilitation Sciences, University of Cape Town, South Africa Speech processing and production in two-year-old children acquiring isiXhosa: A tale of two children
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