Relationships between lexical and phonological development: a look at bilingual children - a commentary on Stoel-Gammon's 'Relationships between lexical and phonological development in young children'*
Summary of "Relationships between lexical and phonological development: a look at bilingual children - a commentary on Stoel-Gammon's 'Relationships between lexical and phonological development in young children'*"
Stoel-Gammon (this issue) highlights the close and symbiotic association that exists between the lexical and phonological domains in early linguistic development. Her comprehensive review considers two bodies of literature: (1) child-centred studies; and (2) studies based on adult psycholinguistic research. Within the child-centred studies, both prelinguistic and early meaningful speech is examined. Stoel-Gammon organizes her review of child-centred studies around a series of postulates that capture the associations between lexical and phonological development and here she focuses primarily on normally developing children acquiring American English. My intention is not to question these postulates, which are based on established research findings, but to extend them beyond the limits of her review. In my commentary, I would like to explore the application of some of the stated postulates of the early meaningful speech period in children acquiring two or more languages. In so doing, I add a cross-linguistic dimension to the discussion; a dimension that Stoel-Gammon would like to see pursued in future research on this topic. I also expand our understanding of lexical-phonological relationships by considering the potential for interaction in multiple lexical-phonological relationships.
University of Hamburg.
This article was published in the following journal.
Name: Journal of child language
- PubMed Source: http://www.ncbi.nlm.nih.gov/pubmed/20950499
- DOI: http://dx.doi.org/10.1017/S0305000910000474
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Medical and Biotech [MESH] Definitions
Procedures and programs that facilitate the development or skill acquisition in infants and young children who have disabilities, who are at risk for developing disabilities, or who are gifted. It includes programs that are designed to prevent handicapping conditions in infants and young children and family-centered programs designed to affect the functioning of infants and children with special needs. (From Journal of Early Intervention, Editorial, 1989, vol. 13, no. 1, p. 3; A Discursive Dictionary of Health Care, prepared for the U.S. House of Representatives Committee on Interstate and Foreign Commerce, 1976)
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Tests designed to assess language behavior and abilities. They include tests of vocabulary, comprehension, grammar and functional use of language, e.g., Development Sentence Scoring, Receptive-Expressive Emergent Language Scale, Parsons Language Sample, Utah Test of Language Development, Michigan Language Inventory and Verbal Language Development Scale, Illinois Test of Psycholinguistic Abilities, Northwestern Syntax Screening Test, Peabody Picture Vocabulary Test, Ammons Full-Range Picture Vocabulary Test, and Assessment of Children's Language Comprehension.
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Children who have reached maturity or the legal age of majority.