This paper describes a strategy for the extension of the phonological lexicon in order that nonstandard forms which arise in fast speech may be processed by a speech recognition system. By way of illustration, an outline of the phonological processing of standard wordforms by the phonological parser (PhoPa) is given and then the extension procedure which is based on this phonological parser is ...

A selective review is presented of empirical evidence from different languages concerning phonological development and reading development in children. It is demonstrated that the development of reading depends on phonological awareness in all languages so far studied. However, because languages vary in syllable structure and in the consistency with which phonology is represented by the orthogr...

When acquiring language, young children may use acoustic spectro-temporal patterns in speech to derive phonological units in spoken language (e.g., prosodic stress patterns, syllables, phonemes). Children appear to learn acoustic-phonological mappings rapidly, without direct instruction, yet the underlying developmental mechanisms remain unclear. Across different languages, a relationship betwe...

A lexicon can be viewed as network of words connected by phonological similarity relations. In such a network model, words that sound similar are connected to be neighbours. The most often used criterion for defining neighbours is the one-phoneme difference rule (Luce & Pisoni, 1998), which states that any two words that only differ in one phoneme by addition, deletion or substitution are consi...

(1999). "Regressions" ("u"-shaped learning) in the acquisition of prosodic structure. This paper addresses learning of constraint rankings by children. We argue that constraint demotion cannot account for all developmental patterns observed in child phonology. Learning algorithms that allow for constraint promotion fare better, but some still cannot account for all developmental changes. Child ...

‘‘Radical’’ templatic phonology is a template-based approach to segmental phonological representation. The central hypothesis is that the segmental phonological structure of words is represented as language-specific phonotactic templates, in the sense used in the developmental literature. Template-based organization of the early lexicon has been identified in children acquiring several di¤erent...

BACKGROUND Developmental dyslexics have difficulties accessing and retrieving the phonological form of words, in the absence of a deficit at the semantic level. The aim of this work was to study, through the Tip-of-the-tongue (TOT) paradigm, the problems of lexical access in Spanish-speaking developmental dyslexics and the relationship with their phonological awareness. METHOD A group of deve...

The improvement in the ability to process sounds in oral language (phonological awareness) through the contribution of Information and Communication Technologies (ICT) is reported by many researchers. However, deficits in phonological awareness may persist despite intervention. There is increasing research interest on how educational technology may assist the development of this...

Little is known about the relationships between phonological processing, language, and reading in children with intellectual disability (ID). We examined the structure of phonological processing in 294 school-age children with mild ID and the relationships between its components and expressive and receptive language and reading skills using structural equation modeling. Phonological processing ...

Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness...