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The structure of /s/-sequences: evidence from a disordered system.

¹Department of Communicative Disorders, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182-1518, USA. jbarlow@mail.sdsu.edu

Journal of Child Language

|July 14, 2001

Summary

This study examines how children with phonological disorders develop word-initial consonant sequences, specifically /s/-sequences. Findings suggest these sequences function as adjuncts, not complex onsets, offering insights into speech development.

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Area of Science:

Phonological development
Linguistic markedness
Speech acquisition

Background:

Investigates the structural status and markedness of word-initial /s/-sequences in English.
Examines the developmental trajectory of a child (KR, male, 3;6) with a phonological disorder.
Addresses common production patterns in developing speech systems that lack structural or markedness explanations.

Observation:

Documents three stages of KR's speech development regarding initial consonant sequences.
Stage 1: Reduction of all initial consonant clusters to singletons.
Stage 2: Correct production of only initial /s/-sequences.
Stage 3: Correct production of all initial consonant sequences.

Findings:

Argues that /s/-sequences function as adjuncts, not complex onsets, in KR's grammar.
Explains this phenomenon using Optimality Theory, where markedness constraints disfavor complex onsets but permit adjuncts.
Provides an account for asymmetries in consonant sequence production within and across languages.

Implications:

Explains variation in children's speech productions and differing /s/-sequence representations among speakers.
Offers a typology of possible phonological grammars related to consonant sequences.
Considers clinical implications for understanding and treating phonological disorders affecting consonant clusters.