Emergence of the Concepts ‘Word’ and ‘Sound’ in 4–6 Year Old Children, Observed through Response to Verbal Stimuli

Abstract

This study examined the emergence of the concepts ‘word’ and ‘sound’ in four to six year-old children, through performance on a battery of verbal tasks. A clear developmental progression in ability to demonstrate knowledge of these concepts was evident. A stable concept of a ‘sound’ was found in the majority of five and six-year-olds while a consistent ‘word’ concept was not evident until the children approached seven years. Phonetic segmentation ability was further investigated. This skill was not consistent until six years. Sex differences were observed on phonetic segmentation tasks. Results of this study highlight the need to question the appropriateness of some of the assumptions made by Speech Pathologists relating to children's developing metalinguistic competencies. The provision of tabled data offers concrete information to which the clinician can refer, to ensure that realistic demands are placed on the child during therapy.