Contextual and Linguistic Correlates of Intelligibility in Children With Developmental Phonological Disorders

Abstract

Listeners' glosses of children's intended words provided data for two studies of the potential influence of selected contextual and linguistic variables on word intelligibility. Several regularities associated with the occurrence of unintelligible words were identified. In Study I, intelligibility outcomes were associated with utterance length and fluency, word position, intelligibility of adjacent words, phonological complexity, and grammatical form. In Study II, intelligibility outcomes were associated with phonological complexity, syllabic structure, and grammatical form. Discussion considers the implications of these and other regularities associated with the occurrence of unintelligible words for a comprehensive perspective on the utterance-to-utterance intelligibility deficits of children with phonological disorders of unknown origin.