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Phonology, morphology and speech processing development in Greek-speaking children
Eleftheria Geronikou1, Maggie Vance2, Bill Wells2
1Department of Speech and Language Therapy, TEI of Western Greece, Patras, Greece.
Clinical Linguistics & Phonetics
|July 10, 2019
Summary
Children learning Greek do not find morphological skills more challenging than phonological skills in speech processing. This study suggests that morphological items do not pose unique difficulties for young learners.
Area of Science:
- Psycholinguistics
- Developmental Psychology
- Speech and Language Pathology
Background:
- Understanding the developmental trajectory of speech processing skills in children is crucial for identifying potential learning challenges.
- Greek, an inflectionally rich language, provides a unique context to examine the interplay between phonological and morphological development.
- Previous research has not definitively established whether complex morphological structures present unique processing difficulties compared to phonological features.
Purpose of the Study:
- To investigate the developmental progression of phonological and morphological skills in children learning Greek.
- To determine if morphological items pose specific speech processing challenges compared to phonological items.
- To explore the relationship between phonological and morphological skill development in early childhood.
Main Methods:
- A psycholinguistic framework was used to assess speech processing in two groups of typically developing Greek-speaking children (aged 3.0-5.0 years) longitudinally.
- Experimental tasks involved auditory discrimination and repetition of real words and nonwords with minimal phonological and morphological differences.
- Language comprehension and production assessments were administered to ensure developmental typicality.
Main Results:
- No significant differences in performance accuracy were found between morphological and phonological conditions on most matched tasks.
- A significant relationship was observed between the development of phonological and morphological skills.
- Children's performance on tasks involving morphological items did not differ significantly from their performance on phonological tasks.
Conclusions:
- Morphological items do not appear to present specific speech processing challenges for children learning Greek compared to phonological items.
- The findings suggest an integrated development of phonological and morphological skills.
- Implications for the clinical assessment and intervention strategies for speech and language disorders are discussed.
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