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The Mispronunciation of the Phoneme /r/ in a Five Year Old Child Rachel Jobe and Rebecca Forer

Presented December 4, 2008. The Mispronunciation of the Phoneme /r/ in a Five Year Old Child Rachel Jobe and Rebecca Forer. LING 301 Section 02. Background Information. Audio Examples. Other Research. Other Research (Cont’d).

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The Mispronunciation of the Phoneme /r/ in a Five Year Old Child Rachel Jobe and Rebecca Forer

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  1. Presented December 4, 2008 The Mispronunciation of the Phoneme /r/ in a Five Year Old Child Rachel Jobe and Rebecca Forer LING 301 Section 02 Background Information Audio Examples Other Research Other Research (Cont’d) We talked to a child, A.R., aged 5 years, for a total of approximately 150 minutes, 120 of which were recorded over two weeks in mid-November of 2008. The child came from an upper-middle class home in Fredericksburg, VA. For the majority of the interview, the interviewees were alone with the child, although there was a portion of time when her older brother came in the room and was also talking to his sister and the interviewees. Other research (Dodd, et al., 2003) indicates that the /r/ sound is commonly acquired later than most other speech sounds. In a meta-analysis of other studies, Dodd, et al. indicate that /r/ is acquired anywhere from three years, four months, to eight years. In their own research, Dodd et al. found that /r/ is not present for the majority of the sample until the age of six years. There is a broad range of normal times to acquire this phoneme, and A. R. is well within that range. According to Harley (2008), (quoting Levelt, 1989), there are three processes of speech production: conceptualization, formulation, and execution. Conceptualization “involves determining what to say;” formulation “involves translating the conceptual representation into a linguistic form;” and execution involves phonetic and motor planning and articulation. A. R. appears to have mastered conceptualization and formulation but has not yet mastered execution of the /r/ phoneme. file://localhost/Users/Rachel/Documents/004_D_003_2008_11_19.mp3 Theoretically Interesting Excerpts References Importing Tables & Graphs Dodd, B., Holm, A., Hua, Z., & Crosbie, S. (2003). Phonological development: a normative study of British English-speaking children [Electronic version]. Clinical Linguistics and Phonetics, 17, 617- 643. Finegan, E. 2008. Language: Its Structure and Use (5th Ed.). Boston, MA: Thomson Higher Education. Harley, T.A. 2008. The Psychology of Language (3rd Ed.). New York, NY: Psychology Press Importing tables, charts and graphs is easier than importing photos. To import charts and graphs from Excel, Word or other applications, go to EDIT>COPY, copy your chart and come back to PowerPoint. Go to EDIT>PASTE and paste the chart on the poster. You can scale your charts and tables proportionally by holding down the Shift key and dragging in or out one of the corners. Labeling your headers The blue headers are used to identify and separate the main topics of your presentation. The most commonly used headers in poster presentations are:

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