Charles Sturt University, Bathurst, New South Wales, Australia.
University of Iceland, Reykjavik.
Am J Speech Lang Pathol. 2020 Nov 12;29(4):2155-2169. doi: 10.1044/2020_AJSLP-19-00168. Epub 2020 Jul 21.
Purpose Speech-language pathologists' clinical decision making and consideration of eligibility for services rely on quality evidence, including information about consonant acquisition (developmental norms). The purpose of this review article is to describe the typical age and pattern of acquisition of English consonants by children in the United States. Method Data were identified from published journal articles and assessments reporting English consonant acquisition by typically developing children living in the United States. Sources were identified through searching 11 electronic databases, review articles, the Buros database, and contacting experts. Data describing studies, participants, methodology, and age of consonant acquisition were extracted. Results Fifteen studies (six articles and nine assessments) were included, reporting consonant acquisition of 18,907 children acquiring English in the United States. These cross-sectional studies primarily used single-word elicitation. Most consonants were acquired by 5;0 (years;months). The consonants /b, n, m, p, h, w, d/ were acquired by 2;0-2;11; /ɡ, k, f, t, ŋ, j/ were acquired by 3;0-3;11; /v, ʤ, s, ʧ, l, ʃ, z/ were acquired by 4;0-4;11; /ɹ, ð, ʒ/ were acquired by 5;0-5;11; and /θ/ was acquired by 6;0-6;11 (ordered by mean age of acquisition, 90% criterion). Variation was evident across studies resulting from different assessments, criteria, and cohorts of children. Conclusions These findings echo the cross-linguistic findings of McLeod and Crowe (2018) across 27 languages that children had acquired most consonants by 5;0. On average, all plosives, nasals, and glides were acquired by 3;11; all affricates were acquired by 4;11; all liquids were acquired by 5;11; and all fricatives were acquired by 6;11 (90% criterion). As speech-language pathologists apply this information to clinical decision making and eligibility decisions, synthesis of knowledge from multiple sources is recommended.
目的 言语语言病理学家的临床决策和服务资格考虑依赖于高质量的证据，包括关于辅音习得（发展规范）的信息。本文的目的是描述美国儿童英语辅音习得的典型年龄和模式。
方法 从发表的期刊文章和评估报告中确定数据，这些报告描述了居住在美国的典型发展儿童的英语辅音习得。通过搜索 11 个电子数据库、综述文章、Buros 数据库以及联系专家来确定来源。提取描述研究、参与者、方法和辅音习得年龄的数据。
结果 纳入了 15 项研究（6 篇文章和 9 项评估），报告了 18907 名在美国学习英语的儿童的辅音习得情况。这些横断面研究主要使用单字诱发法。大多数辅音在 5 岁零 0 个月时习得。/b, n, m, p, h, w, d/在 2 岁零 0-2 岁 11 个月时习得；/ɡ, k, f, t, ŋ, j/在 3 岁零 0-3 岁 11 个月时习得；/v, ʤ, s, ʧ, l, ʃ, z/在 4 岁零 0-4 岁 11 个月时习得；/ɹ, ð, ʒ/在 5 岁零 0-5 岁 11 个月时习得；/θ/在 6 岁零 0-6 岁 11 个月时习得（按习得的平均年龄排序，90%标准）。由于不同的评估、标准和儿童队列，研究之间存在差异。
结论 这些发现与 McLeod 和 Crowe（2018）对 27 种语言的跨语言发现相呼应，即儿童在 5 岁时已经习得大多数辅音。平均而言，所有爆破音、鼻音和滑音在 3 岁零 11 个月时被习得；所有塞擦音在 4 岁零 11 个月时被习得；所有流音在 5 岁零 11 个月时被习得；所有擦音在 6 岁零 11 个月时被习得（90%标准）。当言语语言病理学家将这些信息应用于临床决策和资格决策时，建议从多个来源综合知识。
