2024-03-28T12:16:42Zhttps://keep.lib.asu.edu/oai/requestoai:keep.lib.asu.edu:node-1373762021-08-11T21:09:57Zoai_pmh:all137376
https://hdl.handle.net/2286/R.I.19255
http://rightsstatements.org/vocab/InC/1.0/
2013-12
39 pages
eng
Purinton, Kaitlyn Lisa
Ingram, David
Dixon, Dixon
Barlow, Jessica
Barrett, The Honors College
Department of Speech and Hearing Science
School of International Letters and Cultures
Text
This thesis investigated the impact of word complexity as measured through the Proportion of Whole Word Proximity (PWP; Ingram 2002) on consonant correctness as measured by the Percentage of Correct Consonants (PCC; Shriberg & Kwiatkowski 1980) on the spoken words of monolingual Spanish-speaking children. The effect of word complexity on consonant correctness has previously been studied on English-speaking children (Knodel 2012); the present study extends this line of research to determine if it can be appropriately applied to Spanish. Language samples from a previous study were used (Hase, 2010) in which Spanish-speaking children were given two articulation assessments: Evaluación fonológica del habla infantil (FON; Bosch Galceran, 2004), and the Spanish Test of Articulation for Children Under Three Years of Age (STAR; Bunta, 2002). It was hypothesized that word complexity would affect a Spanish-speaking child’s productions of correct consonants as was seen for the English- speaking children studied. This hypothesis was supported for 10 out of the 14 children. The pattern of word complexity found for Spanish was as follows: CVCV > CVCVC, Tri-syllables no clusters > Disyllable words with clusters.
Phonology
Spanish
Word Complexity
The Interaction of Word Complexity and Consonant Correctness in Spanish-Speaking Children