“Derivational Morphophonology: Exploring Errors in Third Graders’ Production”
The article “Derivational Morphophonology: Exploring Errors in Third Graders’ Production”, was written by Linda Jarmulowicz and Sarah E. Hay from the University of Memphis in Tennessee in the journal of Language, Speech, and Hearing Service in schools. It is published in Volume 40 on pages 299 to 311 in July 2009 (Jarmulowicz, & Hay, para.1). The article describes a post havoc analysis of children in third grade for segmental, stress, and syllabification errors.
Derivational morphology applies to most verbs, where an affix is added to the verb making the application more clear, therefore the adding of the suffix –ee, -ness, pre– amongst others can not apply to all English verbs to form a noun, an example is the adding of –ness in happy to form happiness. by saying that it’s not applicable in all the English verbs cause its addition will make the word senseless, a good example is adding the suffix –ee on verb run to become runee, this will distort the meaning of the English word.
The use of Derivational morphology changes the meaning of the initial word; this is by the introduction of the suffixes this combination of new words to the initial words helps in creating a new meaning and class, to the word an example is the addition of suffixes -ment to the word improve, to become improvement. The verb is turned to a noun and the suffix -ize to plural, converting it to the verb pluralize.
The addition of the suffixes is also used to show emphasis on words, the addition of suffixes helps one to emphasize a given action or verb when added in particular words, if suffix -cy is added to transparent it becomes transparency. This will show some emphasis on the word, the complexity of the words makes it difficult for young children to use them as they aren’t sure if they are right by adding the suffixes.
Methodology and Literature Review
A population of 1900 productions from 81 children from third grade was transcribed and coded. The marks were 8 high frequency and 8 low frequency coded as HF and LF respectively for real and non-sense English words coded as NS (Jarmulowicz, & Hay, para.4). The authors have revisited a variety of literature in the introduction and background and given what other researchers have found out in the field, and the research is based on currently published reports. The results analyzed were clearly coded and analyzed and though it involved a huge population the findings may be of substance to the field of research.
Result and Conclusion
Mastering of syllabification proved to mean stress was incorrect, but, syllabification was correct but there were reported errors on stress (Jarmulowicz, & Hay, para.5). The authors concluded that prosody had a role to play in the errors, the third-grade children made fewer segmental errors than they made in suprasegmental, and the children mastered syllabification earlier than stress placement (Jarmulowicz, & Hay, para.9).
“Behavior Predictors of Language Development over 2 years in Children with Autism Spectrum Disorders”
The article “Behavior Predictors of Language Development over 2 years in Children with Autism Spectrum Disorders” was researched by Karen D. Bop, Pat Mirenda, and Bruno D Zumbo from the University of British Columbia, in Vancouver Canada. Its main purpose was to explore the predictive relationships that occur among 5 types of behaviors (Bop, Mirenda, & Zumbo, para.1). It also explored how children with autism over the age of 2 years behaved with trajectories of vocabulary and language development. It was published in the journal of Speech, language, and hearing research volume 52 in October 2009. It appeared on pages 1106 to 1120.
Several factors contribute to the rate of adoption of Language in a child as the factors may slow down the rate of the child adopting language; these factors may vary depending on the child’s environmental surrounding, the IQ level of the child, parenting and biological factors. Biological factors are associated with diseases and disorders that make it difficult for a child to learn and speak (Mirenda, p. 83).
Autism is among some reasons that affect the rate of language development in children, according to medical researchers autism is a disorder with symptoms that include anti-social interaction, poor communication that is attributed to repetitive behaviors and repetitive interests (Mirenda, p. 83). These weird behaviors are realized when the child is about 3 years old, and it’s realized at a time when the child is at the peek of developing new language, the research also indicates that this deforming often occurs mostly to males as compared to females, with more than 1 case being reported in every 170 children under the age of three in the united states alone, although the National Institute of Mental Health gives a conventional estimate of one child in every 1000 children(Mirenda, p. 83).
Autism is a disorder that affects the brain of a child and its symptoms are clearly seen at the age of three years, at a time when the child is trying to learn a language. This disorder affects the brain of the child reducing the child’s ability to grasp a new language making it difficult for the child to learn a new language because the child will not be able to arrange the words learned in the language due to the child’s antisocial behaviors and aggressive behaviors that will make the child unable to learn the new language from the adults due to isolation or lack of interest in language (Mirenda, p. 83).
Methodology and Literature Review
The study covered 69 young children suffering from autism that were tested using standardized measures before the early intervention initiation and 6 months, 12 months, and 24 months coded as T1, T2, T3, and T4 respectively (Bop, Mirenda, & Zumbo, para.3). A growth curve model was then shown for the change of behaviors of the children for the various stages. The authors use a wide range of texts and research papers in the research for their introduction and background of the study.
Results and Conclusion
The study found out that despite T1 non-verbal IQ and autism high intensity they had high attention at T1 but had a low rate in the change of language comprehension and vocabulary comprehension when they were over 24 months. The T1 also showed high social unresponsiveness but lower vocabulary and language comprehension (Bop, Mirenda, & Zumbo, para.6). However, the scores on similar, acting-out, and repetitive stereotypic motor behaviors at the age of T1 never predicted the rate in change that occurred in children at T4 that had the differences factored in the autism severity and nonverbal IQ type. They conclude with the implications that may be seen when early interventions understand the major issues that affect development (Bop, Mirenda, & Zumbo, para.12).
Works Cited
- Bop, Karen., Mirenda, Pat and Zumbo, Bruno. “Behavior Predictors of Language Development Over 2 Years in Children with Autism Spectrum Disorders.” Journal of Speech, Language, and Hearing Research. 52.7 (2009): 1106-1120. Print.
- Jarmulowicz, Linda & Hay, Sarah. “Derivational Morph Phonology: Exploring Errors in Third Graders’ Productions”. Journal of Language, Speech, and Hearing Service in Schools, 40.3 (2009): 299-311. Print.
- Mirenda, Karen. Behavior Predictors of Language Development Over 2 Years in Children with Autism Spectrum Disorders. Vancouver: The University of British Columbia.