INDEPENDENT ANALYSIS - Amy (yellow)

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Pennsylvania State University *

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462

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Linguistics

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Apr 3, 2024

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docx

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INDEPENDENT ANALYSIS An independent analysis describes a child’s word productions in terms of the features, segments, syllable shapes, and word structures that actually occur. The analysis focuses on the presence or particular constituent types, independent of the adult model. There is no attempt to evaluate the accuracy of the production relative to the adult form. This analysis is especially important for analyzing the phonologies of young children in the early stages of phonological acquisition or for children with severely disordered phonologies whose speech production is unintelligible and the intended utterances are unknown. You must keep the client to whom you are assigned. Your completed analysis must be word processed, grammar-checked, and spell-checked. Handwritten work is allowed, but must be legible. If you do not have access to phonetic fonts, you may write in phonetic symbols that are not on standard keyboards. You must complete the entire project using the format provided in the example. Incomplete projects will receive 0 points. All clients have spoken vocabularies of at least 50 words. They all produce utterances from one to three words in length. You are analyzing a representative subset. For the child assigned to you, answer the following questions according to the format used in the example: 1. What sounds are in the child’s phonetic inventory? (6 points) (to be included in the phonetic inventory, a sound must be produced at least twice in the sample, and in at least two different words) 2. What is the phonetic distribution of the sounds? Arrange distribution by word position. (6 points) 3. Describe any non-English consonants (place, voice manner) (1 point) 4. What syllable structures can the child use? List them and give an example of each type. (4 points) 5. What stress patterns does the child make in word structures? List them with one example for each pattern. (3 points) 6. Is this child’s phonology developing typically or not? Write a paragraph explaining your response. (5 points)
What is typical development? Based on independent analysis Critical elements in 12 to 18 month old children with less than 50-word vocabularies: ● supraglottal consonants (consonants other than [h] and [ ʔ ]) glottal stop ● an oral-nasal distinction ● a labial-lingual distinction ● CV syllables Critical elements in 2-year olds with more than 50-word vocabularies: ● a range of manner classes including voiced and voiceless stops, labial and alveolar nasals, glides (typically [ w ]), and fricatives (typically [ f ] and/or [ s ]) ● stops and nasals in onset (initial) and coda (final) positions ● fricatives productions may be limited to one word position ● may have [ ɹ ] in word-final position ● open and closed syllables ● some two syllable words Critical elements in 3-year olds: ● exemplars of all place, manner, and voice classes ● stops, nasals, glides, and the fricative [ f ] are mastered ● a variety of syllable and word shapes ● some consonant clusters Atypical patterns at any age and especially after the onset of meaningful speech: ● lack of supraglottal consonants ● use of later developing sounds in the absence of early developing sounds ● lack of word-initial consonants ● use of back consonants in the absence of labial or coronal consonants ● a larger inventory of sounds in the coda position compared to the onset position
Independent Analysis Child’s Name: _____Amy_____________________ Student’s Name: __________Carlee_________________ I. Consonant/Phonetic Inventory (6 points) (To be included in the phonetic inventory, a sound must be produced at least twice in two different words.) Bilabia l Labiodental Dental Alveolar Palatal Velar Glottal Nasals m n Stops p b t d k g ʔ Fricatives ʃ h Affricates Liquids Glides w j II. Distribution of sounds in the initial, medial, and final positions (6 points) Phone Word / Syllable Initial Position Syllable Medial Position Word /Syllable Final Position m x (x) n x (x) (x) p x b x (x) t (x) x d x x k x (x) g (x) (x) ʔ x ʃ x
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