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Patterns of Phonological Development: Phonological Errors

Phonological errors are those children tend to produce during their phonological development. There are 3 kinds of errors that children produce: syllable structure, substitution processes, and assimilation processes.

Syllable Structure

When children make syllable structure errors, they tend to add or remove a sound in turn changing the way the word is pronounced; generally to maintain the CVCV pattern. The types of syllable structure errors are as followed:

1. Consonant Cluster Reduction: the reducing a cluster of consonants (two or more), into just one consonant. For example, a child might pronounce the word "black", /blæk/ as /bæk/, "back".

2. Vowel Epenthesis: the break of a consonant cluster by the addition of a vowel between the cluster. For example, the word "blue" /bluː/ may be pronounced as /bəlu/, "balu".

3. Deletion of Final Consonant: younger children tend to do this with shorter words that do not follow CV structure. For example saying "more" /mɔr/ as /mɔ/, "mo".

4. Syllable Deletion: the process by which the unstressed syllable(s) of a word will be deleted; occasionally it can be the stressed syllable as well. For example, the word "banana" /bəˈnænə/ may be pronounced as /nænə/, "nana" or "elephant" /eləfənt/ as /efənt/ "ephant".

5. Reduplication: in monosyllabic words, the child will delete the unstressed syllable, take the stressed syllable and then repeat it. For example, "water"/wɔtər/ will become /wɔwɔ/, "wawa" or "bottle" /bɑtəl/will become /bɑbɑ/ "baba".

Substitution Processes

Errors in substitution process include those where a child will substitute one sound for another. These errors include:

1. Stopping: this will occur when an affricate or fricative is in a word, and instead of pronouncing it, the child will substitute it for a stop which are generally easier for the child to pronounce. For example "cheese" /tʃiːz/ the word may be pronounced /tiːz/ "teese".

2. Fronting: a consonant that is produced towards the back of the mouth (velars and palatals) will be replaced with those that are pronounced towards the front of the mouth. For example, a child might pronounce "gate" /geɪt/ as "date" /deɪt/.

3. Gliding: sounds that are liquids such as /l/ and /r/ will be replaced by glides such as /w/ or /j/. This is seen not only in children but also in people learning English as a second language. For example "rabbit" /ræbət/ may be pronounced as "wabbit" /wæbət/.

Assimilation Processes

In these errors, one sound will be made more similar to, or exactly the same as another in the word.

1. Consonant Voicing: voiceless consonants, especially at the beginning of a word or those followed by vowels, will become voiced. For example, the word "cookie" /kʊkiː/ may be pronounced as "gookie" /gʊkiː/.

2. Consonant De-Voicing: consonants at the end of a word will be substituted for voiceless consonants. For example, "cab" /kæb/ may be pronounced as "cap" /kæp/.

3. Consonant Harmony: consonant, usually those at the beginning of the word, will assimilate to other consonants, which are usually towards the end of the word. For example, the word "duck" /dək/ may be pronounced as "guck" /ˈgək/.

References

Peccei, Jean Stillwell. "Child Language: A resource book for students". Psychology Press, 2006, p. 12-14.