The in-out effect: examining the role of perceptual fluency in the preference for words with inward-wandering consonantal articulation.

Words whose consonantal articulation spots wander inward, simulating ingestion movements, are preferred to words featuring the opposite consonantal articulation direction, that is, resembling expectoration movements. The underlying mechanism of this so-called in-out effect is far from settled. Contrary to the original explanation proposing an oral approach-avoidance mechanism, recent evidence has been used to support an oral motor-fluency mechanism, suggesting that inward words are preferred because they may be more common and/or easier to pronounce. Across six experiments (n = 1123), we examined the impact of different fluency sources in the emergence of the in-out effect. The preference for inward-wandering words persisted both with classical font type and figure-ground contrast fluency manipulations, and no systematic additive effects were observed. The in-out effect was also replicated for the first time with a between-participant design. These results suggest that the in-out effect may be permeable to fluency manipulations, but it is not dependent upon a plain fluency mechanism.

Overusing the pacifier during infancy sets a footprint on abstract words processing.

Perturbations to the speech articulators induced by frequently using an interfering object during infancy (i.e., pacifier) might shape children's language experience and the building of conceptual representations. Seventy-one typically developing third graders performed a semantic categorization task with abstract, concrete and emotional words. Children who used the pacifier for a more extended period were slower than the others. Moreover, overusing the pacifier increased response time of abstract words, whereas emotional and (above all) concrete words were less affected. Results support the view that abstract words are grounded both in perception-action and in linguistic experience.

Phonological Treatment Options for Children with Expressive Language Impairment.

The vast majority of treatment efficacy research in the area of phonology focuses on issues relevant to children who have significant limitations in productive phonology but are "typically developing" in most other ways. The base of evidence to guide clinicians on planning intervention for children with phonological and cooccurring expressive language difficulties (PD + LI) is less well developed. Thus, the goal of this paper is to summarize the evidence on two treatment procedures designed to facilitate growth in phonological inventory for children who also require direct intervention to target other aspects of expressive language. We first review what is known about the delicate interaction between phonology and grammatical morphology. We focus the remainder of the summary on what is known about how to best address the more complex needs of children with PD + LI in intervention.

A Comparative Study of Auditory-Perceptual Speech Measures for the Early Detection of Mild Speech Impairments.

BACKGROUND AND PURPOSE: The aim of the study was to compare transcription-based speech intelligibility and scaled speech severity for the detection of mild speech impairments, by studying these metrics across talkers with Parkinson's disease (PD), age- and sex-matched older adults, and younger adults. An additional aim was to determine the impact of listener experience on these clinical measures. METHODS: Fifteen speakers from each experimental group were asked to read aloud 11 randomly generated sentences from the Speech Intelligibility Test at their typical speaking rate and loudness. Two groups of four listeners each, stratified as experienced or inexperienced listeners based on their clinical experience, judged the sentence samples. To estimate intelligibility, both listener groups were asked to orthographically transcribe exactly what they heard for each sentence. For severity estimates, the listener groups were asked to rate the sentences for overall quality based on voice, resonance, articulation, and prosody, using a visual analog scale. RESULTS: Transcription-based intelligibility and scaled severity scores of the PD group differed significantly from those of the older and younger adults. Between-age group differences in intelligibility and scaled severity were not observed. Listener experience had an impact on scaled speech severity, but not speech intelligibility. Between-group differences in speech severity were driven by the inexperienced group and not the experienced listener group. IMPLICATIONS: Both transcription-based intelligibility and scaled severity estimates appear to be sensitive to relatively mild speech impairments in PD. Obtaining scaled severity is less labor intensive than transcription; therefore, visual analog scaling may be the preferred paradigm for clinical use. However, listener experience and training are important considerations for scaling techniques to be implemented clinically.

How Well Does Diadochokinetic Task Performance Predict Articulatory Imprecision? Differentiating Individuals with Parkinson's Disease from Control Subjects.

OBJECTIVE: To investigate whether syllables produced in an oral diadochokinetic (DDK) task may be quantified so that persons with Parkinson's disease (PD) perceived to have reduced articulatory precision when reading may be correctly identified using that quantification. PATIENTS AND METHODS: Syllable sequences from 38 speakers with PD and 38 gender- and age-matched control speakers (normal controls [NC]) were quantified acoustically and evaluated in terms of (1) the speakers' ability to accurately predict speaker group membership (PD or NC) and (2) their ability to predict reduced/non-reduced articulatory precision. RESULTS: A balanced accuracy of 80-93% in predicting speaker group membership was achieved. The best measures were related to the proportion of a syllable made up of a vowel, amplitude slope and syllable-to-syllable variation in duration and amplitude. The best material was that based on /ka/. Reduced articulatory precision was accurately predicted from DDK measures in 89% of the samples. Release-transient prominence and voicing during the onset of plosives were particularly strong predictors. CONCLUSIONS: DDK sequences can predict articulatory imprecision as observed in another speech task. The linking of performance across speech tasks probably requires measures of stability in syllable durations and amplitudes, as well as measures of subsyllabic acoustic features.

Not all phonological awareness deficits are created equal: evidence from a comparison between children with Otitis Media and poor readers.

Children with reading difficulties and children with a history of repeated ear infections (Otitis Media, OM) are both thought to have phonological impairments, but for quite different reasons. This paper examines the profile of phonological and morphological awareness in poor readers and children with OM. Thirty-three poor readers were compared to individually matched chronological age and reading age controls. Their phonological awareness and morphological awareness skills were consistently at the level of reading age matched controls. Unexpectedly, a significant minority (25%) of the poor readers had some degree of undiagnosed mild or very mild hearing loss. Twenty-nine children with a history of OM and their matched controls completed the same battery of tasks. They showed relatively small delays in their literacy and showed no impairment in morphological awareness but had phonological awareness scores below the level of reading age matched controls. Further analysis suggested that this weakness in phonological awareness was carried by a specific weakness in segmenting and blending phonemes, with relatively good performance on phoneme manipulation tasks. Results suggest that children with OM show a circumscribed deficit in phoneme segmentation and blending, while poor readers show a broader metalinguistic impairment which is more closely associated with reading difficulties.

Quantitative examination of isometric tongue protrusion forces in children with oro-facial dysfunctions or myofunctional disorders.

Oro-facial dysfunctions (OFD) or oro-facial myofunctional disorders in children lead to severe problems in teeth and jaw position, articulation, chewing and swallowing. The forces of the tongue, the central muscle for articulation, chewing and swallowing are focused on in several studies. In this examination, isometric tongue protrusion forces (TPF) of children with OFD and controls were compared. Thirty participants with OFD and 30 controls were presented a target force level as a straight line on a monitor that they were supposed to match by generating an isometric tongue force for different target levels (0.25 N and 0.5 N). Correlations of the severity of OFD (symptom score) with the capacities of the TPF 0.25 N and 0.5 N were calculated. Statistical differences were obvious in TPF variability and the accuracy, depending on the weight. Tongue contact time, expressed as per cent (TCT, total contact: 100%), was significantly lower in children with OFD (P = .005). Mean and median TPF was not different between groups. The predictive value of TPF for OFD revealed a level of 58.6% for TPF 0.25 N and 74.5% for TPF 0.5 N. Correlations of the severity of OFD were seen for some parameters. Subjects with OFD show significantly lower competencies in accuracy and endurance of tongue protrusion forces. This may have a high impact on phenotyping children with OFD and influence therapeutical approaches.

Oral-diadochokinetic rates for Hebrew-speaking healthy ageing population: non-word versus real-word repetition.

BACKGROUND: Oral-diadochokinesis (oral-DDK) tasks are extensively used in the evaluation of motor speech abilities. Currently, validated normative data for older adults (aged 65 years and older) are missing in Hebrew. The effect of task stimuli (non-word versus real-word repetition) is also non-clear in the population of older adult Hebrew speakers. AIMS: (1) To establish a norm for oral-DDK rate for older adult (aged 65 years and older) Hebrew speakers, and to investigate the possible effect of age and gender on performance rate; and (2) to examine the effects of stimuli (non-word versus real word) on oral-DDK rates. METHODS & PROCEDURES: In experiment 1, 88 healthy older Hebrew speakers (60-95 years, 48 females and 40 males) were audio-recorded while performing an oral-DDK task (repetition of /pataka/), and repetition rates (syllables/s) were coded. In experiment 2, the effect of real-word repetition was evaluated. Sixty-eight older Hebrew speakers (aged 66-95 years, 43 females and 25 males) were asked to repeat 'pataka' (non-word) and 'bodeket' (Hebrew real word). OUTCOMES & RESULTS: Experiment 1: Oral-DDK performance for older adult Hebrew speakers was 5.07 syllables/s (SD = 1.16 syllables/s), across age groups and gender. Comparison of this data with Hebrew norms for younger adults (and equivalent data in English) shows the following gradient of oral-DDK rates: ages 15-45 > 65-74 > 75-86 years. Gender was not a significant factor in our data. Experiment 2: Repetition of real words was faster than that of non-words, by 13.5%. CONCLUSIONS & IMPLICATIONS: The paper provides normative values for oral-DDK rates for older Hebrew speakers. The data show the large impact of ageing on oro-motor functions. The analysis further indicates that speech and language pathologists should consider separate norms for clients of 65-74 years and those of 75-86 years. Hebrew rates were found to be different from English norms for the oldest group, shedding light on the impact of language on these norms. Finally, the data support using a dual-protocol (real- and non-word repetition) with older adults to improve differential diagnosis of normal and pathological ageing in this task.

Phonological Treatment Approaches for Spoken Word Production in Aphasia.

This article provides an overview of phonological treatment approaches for anomia in individuals with aphasia. The role of phonology in language processing, as well as the impact of phonological impairment on communication is initially discussed. Then, traditional phonologically based treatment approaches, including phonological, orthographic, indirect, guided, and mixed cueing methods, are described. Collectively, these cueing treatment approaches aim to facilitate word retrieval by stimulating residual phonological abilities. An alternative treatment approach, phonomotor treatment, is also examined. Phonomotor treatment aims to rebuild sublexical, phonological sequence knowledge and phonological awareness as a means to strengthen lexical processing and whole-word naming. This treatment is supported by a parallel-distributed processing model of phonology and therefore promotes multimodal training of individual phonemes and phoneme sequences in an effort to enhance the neural connectivity supporting underlying phonological processing mechanisms. The article concludes with suggestions for clinical application and implementation.

Is Language a Factor in the Perception of Foreign Accent Syndrome?

Neurogenic foreign accent syndrome (FAS) is diagnosed when listeners perceive speech associated with motor speech impairments as foreign rather than disordered. Speakers with foreign accent syndrome typically have aphasia. It remains unclear how far language changes might contribute to the perception of foreign accent syndrome independent of accent. Judges with and without training in language analysis rated orthographic transcriptions of speech from people with foreign accent syndrome, speech-language disorder and no foreign accent syndrome, foreign accent without neurological impairment and healthy controls on scales of foreignness, normalness and disorderedness. Control speakers were judged as significantly more normal, less disordered and less foreign than other groups. Foreign accent syndrome speakers' transcriptions consistently profiled most closely to those of foreign speakers and significantly different to speakers with speech-language disorder. On normalness and foreignness ratings there were no significant differences between foreign and foreign accent syndrome speakers. For disorderedness, foreign accent syndrome participants fell midway between foreign speakers and those with speech-language impairment only. Slower rate, more hesitations, pauses within and between utterances influenced judgments, delineating control scripts from others. Word-level syntactic and morphological deviations and reduced syntactic and semantic repertoire linked strongly with foreignness perceptions. Greater disordered ratings related to word fragments, poorly intelligible grammatical structures and inappropriate word selection. Language changes influence foreignness perception. Clinical and theoretical issues are addressed.

Extent of palatal lengthening after cleft palate repair as a contributing factor to the speech outcome.

Operative techniques in performing cleft palate repair have gradually evolved to achieve better speech ability with its main focus on palatal lengthening and accurate approximation of the velar musculature. The authors doubted whether the extent of palatal lengthening would be directly proportional to the speech outcome. Patients with incomplete cleft palates who went into surgery before 18 months of age were intended for this study. Cases with associated syndromes, mental retardation, hearing loss, or presence of postoperative complications were excluded from the analysis. Palatal length was measured by the authors' devised method before and immediately after the cleft palate repair. Postoperative speech outcome was evaluated around 4 years by a definite pronunciation scoring system. Statistical analysis was carried out between the extent of palatal lengthening and the postoperative pronunciation score by Spearman correlation coefficient method. However, the authors could not find any significant correlation. Although the need for additional research on other variables affecting speech outcome is unequivocal, we carefully conclude that other intraoperative constituents such as accurate reapproximation of the velar musculature should be emphasized more in cleft palate repair rather than palatal lengthening itself.

Phonological and morphophonological effects on grammatical development in children with specific language impairment.

BACKGROUND: Five-year-olds with specific language impairment (SLI) often struggle with mastering grammatical morphemes. It has been proposed that verbal morphology is particularly problematic in this respect. Previous research has also shown that in young typically developing children grammatical markers appear later in more phonologically challenging contexts. AIMS: The main aim was to explore whether grammatical deficits in children with SLI are morphosyntactic in nature, or whether phonological factors also explain some of the variability in morpheme production. The analysis considered the effects of the same phonological factors on the production of three different morphemes: two verbal (past tense -ed; third-person singular -s) and one nominal morpheme (possessive -s). METHODS & PROCEDURES: The participants were 30 children with SLI (21 boys) aged 4;6-5;11 years (mean = 5;1). The data were collected during grammar test sessions, which consisted of question/answer elicitations of target forms involving picture props. A total of 2301 items were analysed using binary logistic regression; the predictors included: (1) utterance position of the target word, (2) phonological complexity of its coda, (3) voicing of the final stem consonant, (4) syllabicity (allomorph type) and (5) participant accounting for the individual differences in the responses. OUTCOMES & RESULTS: The results showed a robust effect of syllabicity on the correct morpheme production. Specifically, syllabic allomorphs (e.g., She dresses) were significantly more challenging than the segmental ones (e.g., He runs) for all three morphemes. The effects of other factors were observed only for a single morpheme: coda complexity and voicing helped explain variability in past tense production, and utterance position significantly affected children's performance with the possessive. The participant factor also had a significant effect, indicating high within-group variability--often observed in SLI population. CONCLUSIONS & IMPLICATIONS: The systematic effect of syllabicity across both verbal and nominal morphemes suggests morphophonological influences in the grammatical development of children with SLI that cannot be fully explained by syntactic deficits. Poorer performance in producing syllabic allomorphs can be accounted for by much lower overall frequency of these forms, and by the 'tongue-twisting' effect of producing similar segments in succession, as in added [aedəd], washes [wɒʃəz]. Interestingly, the greater acoustic salience of the syllabic allomorphs (an extra syllable) does not enhance children's abilities to produce them. These findings suggest that the interconnections between different levels of language have a stronger effect on the grammatical development of children with SLI than might be expected. Allomorphy should, therefore, be taken into account when designing language assessments and speech therapy, ensuring that children receive sufficient practice with the entire set of allomorphic variants.

Verbal competence in narrative retelling in 5-year-olds with unilateral cleft lip and palate.

BACKGROUND: Research regarding expressive language performance in children born with cleft palate is sparse. The relationship between articulation/phonology and expressive language skills also needs to be further explored. AIMS: To investigate verbal competence in narrative retelling in 5-year-old children born with unilateral cleft lip and palate (UCLP) and its possible relationship with articulation/phonology at 3 and 5 years of age. METHODS & PROCEDURES: A total of 49 children, 29 with UCLP treated according to three different procedures for primary palatal surgery and a comparison group of 20 children (COMP), were included. Longitudinally recorded audio files were used for analysis. At ages 3 and 5, the children were presented with a single-word test of word naming and at age 5 also the Bus Story Test (BST). The BST was assessed according to a test manual. The single-word test was phonetically transcribed and the percentage of consonants correct adjusted for age (PCC-A) was calculated. Differences regarding the BST results within the UCLP group were analysed. The results were compared with the results of the COMP group, and also with norm values. In addition, the relationship between the results of the BST and the PCC-A scores at ages 3 and 5 years was analysed. OUTCOMES & RESULTS: No significant group differences or correlations were found. However, 65.5% of the children in the UCLP group had an information score below 1 standard deviation from the norm value compared with 30% in the COMP group. CONCLUSIONS: A larger proportion of children in the UCLP group than in the COMP group displayed problems with retelling but the differences between the two groups were not significant. There was no association between the BST results in the children with UCLP and previous or present articulatory/phonological competence. Since group size was small in both groups, the findings need to be verified in a larger study.

Word structures of Granada Spanish-speaking preschoolers with typical versus protracted phonological development.

BACKGROUND: Research on children's word structure development is limited. Yet, phonological intervention aims to accelerate the acquisition of both speech-sounds and word structure, such as word length, stress or shapes in CV sequences. Until normative studies and meta-analyses provide in-depth information on this topic, smaller investigations can provide initial benchmarks for clinical purposes. AIMS: To provide preliminary reference data for word structure development in a variety of Spanish with highly restricted coda use: Granada Spanish (similar to many Hispano-American varieties). To be clinically applicable, such data would need to show differences by age, developmental typicality and word structure complexity. Thus, older typically developing (TD) children were expected to show higher accuracy than younger children and those with protracted phonological development (PPD). Complex or phonologically marked forms (e.g. multisyllabic words, clusters) were expected to be late developing. METHODS & PROCEDURES: Participants were 59 children aged 3-5 years in Granada, Spain: 30 TD children, and 29 with PPD and no additional language impairments. Single words were digitally recorded by a native Spanish speaker using a 103-word list and transcribed by native Spanish speakers, with confirmation by a second transcriber team and acoustic analysis. The program Phon 1.5 provided quantitative data. OUTCOMES & RESULTS: In accordance with expectations, the TD and older age groups had better-established word structures than the younger children and those with PPD. Complexity was also relevant: more structural mismatches occurred in multisyllabic words, initial unstressed syllables and clusters. Heterosyllabic consonant sequences were more accurate than syllable-initial sequences. The most common structural mismatch pattern overall was consonant deletion, with syllable deletion most common in 3-year-olds and children with PPD. CONCLUSIONS & IMPLICATIONS: The current study provides preliminary reference data for word structure development in a Spanish variety with restricted coda use, both by age and types of word structures. Between ages 3 and 5 years, global measures (whole word match, word shape match) distinguished children with typical versus protracted phonological development. By age 4, children with typical development showed near-mastery of word structures, whereas 4- and 5-year-olds with PPD continued to show syllable deletion and cluster reduction, especially in multisyllabic words. The results underline the relevance of multisyllabic words and words with clusters in Spanish phonological assessment and the utility of word structure data for identification of protracted phonological development.

Nonword repetition errors of children with and without specific language impairments (SLI).

BACKGROUND: Two ubiquitous findings from the literature are that (1) children with specific language impairments (SLI) repeat nonwords less accurately than peers with typical language development (TLD), and (2) all children repeat nonwords with frequent phonotactic patterns more accurately than low-probability nonwords. Many studies have examined repetition accuracy, but little work has examined children's errors. AIMS: To examine nonword repetition errors from a previously published study in terms of phonotactic probability. METHODS & PROCEDURES: Eighteen children with SLI (mean age = 9;2) and 18 age-matched controls (mean age = 8;11) repeated three- and four-syllable nonwords. Substitutions were analysed in terms of phoneme frequency and phonotactic probability of the syllable containing the substitution. OUTCOMES & RESULTS: Results for all children show that phoneme substitutions generally involved replacement with more frequently occurring phonemes. Also, the resulting phonotactic probability within syllables containing substitutions was greater than the probability of the targets. This trend did not differ by group. CONCLUSIONS & IMPLICATIONS: These results suggest that both children with SLI and children with TLD substitute less frequent phonemes with more frequent ones, and less probabilistic syllables with higher probability ones.

Management of non-progressive dysarthria: practice patterns of speech and language therapists in the Republic of Ireland.

BACKGROUND: Dysarthria is a commonly acquired speech disorder. Rising numbers of people surviving stroke and traumatic brain injury (TBI) mean the numbers of people with non-progressive dysarthria are likely to increase, with increased challenges for speech and language therapists (SLTs), service providers and key stakeholders. The evidence base for assessment and intervention approaches with this population remains limited with clinical guidelines relying largely on clinical experience, expert opinion and limited research. Furthermore, there is currently little evidence on the practice behaviours of SLTs available. AIMS: To investigate whether SLTs in the Republic of Ireland (ROI) vary in how they assess and manage adults with non-progressive dysarthria; to explore SLTs' use of the theoretical principles that influence therapeutic approaches; to identify challenges perceived by SLTs when working with adults with non-progressive dysarthria; and to determine SLTs' perceptions of further training needs. METHODS & PROCEDURES: A 33-item survey questionnaire was devised and disseminated electronically via SurveyMonkey to SLTs working with non-progressive dysarthria in the ROI. SLTs were identified through e-mail lists for special-interest groups, SLT manager groups and general SLT mailing lists. A reminder e-mail was sent to all SLTs 3 weeks later following the initial e-mail containing the survey link. The survey remained open for 6 weeks. Questionnaire responses were analysed using descriptive statistics. Qualitative comments to open-ended questions were analysed through thematic analysis. OUTCOMES & RESULTS: Eighty SLTs responded to the survey. Sixty-seven of these completed the survey in full. SLTs provided both quantitative and qualitative data regarding their assessment and management practices in this area. Practice varied depending on the context of the SLT service, experience of SLTs and the resources available to them. Not all SLTs used principles such as motor programming or neural plasticity to direct clinical work and some requested further direction in this area. SLTs perceived that the key challenges associated with working in this area were the compliance, insight and motivation of adults with dysarthria. CONCLUSIONS & IMPLICATIONS: The use of specific treatment programmes varies amongst SLTs. A lack of resources is reported to restrict practice in both assessment and management. Ongoing research into the effectiveness of SLT interventions with adults with non-progressive dysarthria is required to guide clinical decision-making. SLTs identified further training needs which may provide direction for the development of professional training courses in the future.

Normative Nasalance Scores for Brazilian Portuguese Using New Speech Stimuli.

OBJECTIVE: Normative data were established for newly developed speech materials for nasalance assessment in Brazilian Portuguese. MATERIALS AND METHODS: Nasalance scores of preexisting passages (oral ZOO-BR, low-pressure oral ZOO-BR2 and NASAL-BR), new nasalance passages (oral Dudu no zoológico, oral Dudu no bosque, oral-nasal O cãozinho Totó and nasal O nenê) and Brasilcleft articulation screening sentences were collected from 245 speakers of Brazilian Portuguese, including 121 males and 124 females, divided into 4 groups: children (5-9 years), adolescents (10-19 years), young adults (20-24 years) and adults (25-35 years). RESULTS: Across all nasalance passages, adult females scored on average 2 percentage points higher than males. Children scored 2-4 percentage points lower than older groups for the preexisting nasalance passages ZOO-BR and ZOO-BR2. Nasalance scores for the new nasalance passages were not significantly different from the preexisting passages. Scores for high-pressure sentences did not differ significantly from the oral nasalance passage Dudu no bosque. CONCLUSION: The nasalance scores for the new nasalance passages were equivalent to the preexisting materials. The new shortened and simplified nasalance passages will be useful for assessing young children. Normative scores for the Brasilcleft high-pressure sentences were equivalent to the new oral passage Dudu no bosque.

Acquisition of the stop-spirant alternation in bilingual Mexican Spanish-English speaking children: theoretical and clinical implications.

The purpose of this study was to identify characteristics of typical acquisition of the Mexican Spanish stop-spirant alternation in bilingual Spanish-English speaking children and to shed light on the theoretical debate over which sound is the underlying form in the stop-spirant allophonic relationship. We predicted that bilingual children would acquire knowledge of this allophonic relationship by the time they reach age 5;0 (years;months) and would demonstrate higher accuracy on the spirants, indicating their role as the underlying phoneme. This quasi-longitudinal study examined children's single word samples in Spanish from ages 2;4-8;2. Samples were phonetically transcribed and analyzed for accuracy, substitution errors and acoustically for intensity ratios. Bilingual children demonstrated overall higher accuracy on the voiced stops as compared to the spirants. Differences in substitution errors across ages were found and acoustic analyses corroborated perceptual findings. The clinical implication of this research is that bilingual children may be in danger of overdiagnosis of speech sound disorders because acquisition of this allophonic rule in bilinguals appears to differ from what has been found in previous studies examining monolingual Spanish speakers.

Evidence for the distinction between "consonantal-/r/" and "vocalic-/r/" in American English.

We examine the distinction between "consonantal-r" and "vocalic-r" in American English, terms encountered in the speech pathology literature but rarely in phonetic studies. We review evidence from phonetics, phonology and therapy, and describe our own study which measured percentage rhoticity in pre- and post-vocalic /r/. We suggest that the evidence supports a view that there is no more variation between pre-vocalic and post-vocalic /r/ than found in many other consonants. We also evaluate the different transcription traditions for post-vocalic /r/ in American English (as a consonant or a vowel), and describe a preliminary study demonstrating that these transcriptions are not equivalent, and denote different realisations.

Amount of rhoticity in schwar and in vowel+/r/ in American English.

We present a preliminary study of the duration of rhoticity in coda-r words in American English. We note that traditional descriptions of American English phonology divide these words into two categories: words that end in a vowel followed by a separate /r/ segment (plus possible final consonant), and words that end in an r-colored vowel (plus possible final consonant). R-colored central vowels are termed here stressed and unstressed schwar. Recordings of 15 speakers of American English producing tokens containing these types of vowels were acoustically analysed, and the durations of the rhotic parts of the tokens were measured. The results demonstrated that stressed schwars were usually completely rhotic, unstressed schwars were usually not completely rhotic, but still had on average longer rhotic portions than the vowels+/r/. These findings have implications for intervention with /r/ disorders, which are encountered commonly in child speech disorders. It is argued that if these findings are borne out in a broader study, there might be no need to teach two different types of coda-r in therapy.