Preschool and Pre-Primary School Children’s Ability to Pronounce Consonant Clusters in Non-Words

Abstract

The aim of this study is to investigate the ability to pronounce the consonant clusters of four- to six-year-old children using a Non-word repetition test. The sample for the study consists of 286 typical language developments, preschool-age (4;00–5;11) and pre-primary school-age (6;00–6;11) children. The results of the research allowed us to identify the main factors influencing the accurate pronunciation of consonant clusters in words. 

The results of the research also revealed that children aged four to six have difficulty accurately articulating consonant clusters. They tend to simplify complex or unfamiliar clusters by omitting or replacing elements of consonant clusters. The analysis revealed that children frequently omit the first consonant in a cluster, especially in CCV (consonant-consonant-vowel) structures. Additionally, children struggle more with clusters in the middle of words compared to those at the beginning. The results suggested that children often simplify or modify cluster articulation to fit their existing linguistic patterns. The study contributes to the understanding of phonological development in children and reveals the challenges they face in acquisition consonant clusters in their native language.