Phonological Sound of Children

ABSTRACT The lack of culturally appropriate norms for assessing the speech and language status of children has been an ongoing issue. At present, there are no normative data against which to assess the phonological skills of children. The purpose of the present study was to assess the effectiveness of phonological awareness (PA) training with typically developing preschool children in a classroom setting. The study used sample of 50 preschool children through the guidance of their teachers. Questionnaires were used together data for the study.
The findings indicated that informal articulation or phonological assessments were widely used. Only a minority of the respondents used standardized articulation or phonological assessments. The majority of the respondents felt that the lack of locally developed standardized tests and the utilization of informal assessments of articulation and phonology in their clinics did not provide accurate diagnoses or intervention plans. They felt that there was a need for collecting phonological developmental data and creating articulation and phonology assessments for children.
TABLE OF CONTENTS Page DECLARATION       i ABSTRACT   ii ACKNOWLEDGEMENT     iii DEDICATION           iv LIST OF TABLES     ix
CHAPTER 1: INTRODUCTION   Background to the study        Statement of the problem        Research objectives Research questions       Significance of the study         Organization of the study      
CHAPTER 2: REVIEW OF RELATED LITERATURE          Introduction    Phonological sound Pholonogical awareness Developing phonological awareness Alphabetical knowledge Development of alphabetical knowledge The contribution of phonological awareness and alphabetical accuracy Development of phonological awareness skills Phonological awareness instructions Activities that heightens phonological awareness Studies on phonological awareness training
CHAPTER 3: METHODOLOGY  Introduction    Study design   Population       Sample and sampling procedure         Instruments     Primary and secondary data   Validity and reliability           
CHAPTER 4: RESULTS AND DISCUSSION    Introduction    Quantitative measures Phonological accuracy Phonological patterns Age and gender Phonological acquisition Socio economical background Implications
CHAPTER 5: SUMMARY, CONCLUSION & RECOMMENDATION         Introduction    Limitation and future directions         Recommendations      REFERENCES          APPENDICES