This might provide valuable insights to understand the phonological challenges faced by these children. The primary aim of these studies is to contribute to the characterization of the phonological development in Spanish‐speaking children with PP. The studies are based on the Theory of Natural Phonology (TNP).
#Phonlogical process 3 year old series#
This chapter reviews a series of studies on phonological problems (PP) in Spanish‐speaking children, specifically Chilean monolingual children. This lack of intelligibility makes communication difficult these productions are usually associated to problems in language development. These children’s productions are hardly intelligible, similar to younger peers’. Finally, they seem to be challenged by phonological awareness and grammar.Ĭhildren with phonological alterations have problems when uttering words (they omit elements, alter syllables, substitute phonemes, etc.), difficulties that cannot be explained by articulatory disorders. They are also prone to have problems both with the phonological representation of words and lexical comprehension. Once 5 years of age, however, processes tend to become more persistent and decrease becomes slower.
Also, these processes tend to consistently decrease with age at a steady rate. Overall, the point can be made that Chilean children with phonological problems have a trajectory of phonological development of their own, with phonological simplification processes equally affecting syllable structure and word structure. This chapter focuses on studies involving Chilean children with phonological problems, in an attempt to characterize their phonological performance. It has been observed that children with phonological problems produce phonologically simplified words until advanced age. Phonological development implies the progressive elimination of these strategies. The characterization is based on the Theory of Natural Phonology, which poses that children with phonological problems produce phonologically simplified words resulting from the application of strategies known as phonological simplification processes. The primary aim of this chapter is to characterize the phonological development of Spanish‐speaking children with phonological problems. This may affect their communication processes. Phonological development in some children does not follow the typical trajectory.
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