A Secondary Data Analysis Describing The Syllable Structure Exhibited by Four Year Old Jacinto Etal 2018

A Secondary Data Analysis Describing the Syllable Structure Exhibited by Four-Year-Old
Filipino-Dominant Speaking Children
A Thesis
Presented to the
College of Rehabilitation Sciences
University of Santo Tomas
In Partial Fulfillment
of the Requirements of the Degree
Bachelor of Science in Speech-Language Pathology
by
Paul William D. Jacinto, CSP-PASP
Jan Ara A. Abad
Ma. Czarina Ysabelle D. Grimaldo
Evangeline Dina C. Huang
Edward Joseph A. Tañedo
Erin Mae B. Triste
May 11, 2018

Date: 11 May 2018
CERTIFICATE OF APPROVAL
This is to certify that I approve the submission of final thesis to College of Rehabilitation
Sciences of the University of Santo Tomas through the Center for Health Research and
Movement Science. The final thesis contains revisions based on comments made by the
judges of oral presentation. As faculty primary author, I vouch that the thesis is ethically,
technically and scientifically sound.
Signed by:
_____________________________________________
1
A Secondary Data Analysis Describing the Syllable Structure Exhibited by Four-Year-Old
Paul William D. Jacinto, CSP-PASP, Jan Ara S. Abad, Ma. Czarina Ysabelle D. Grimaldo,
Evangeline Dina C. Huang, Edward Joseph A. Tañedo, and Erin Mae B. Triste
Corresponding Author: Paul William D. Jacinto, CSP-PASP
pdjacinto@gmail.com
+639188888687
2
Table of Contents
Content Page
1. Abstract......................................................................................................................... 8
2. Introduction.................................................................................................................... 9
a. Tagalog Phonemic Inventory............................................................................. 9
b. Syllable.............................................................................................................. 9
c. Syllable Structure............................................................................................... 10
d. The Role of Glottal Stop in the Tagalog Syllable............................................... 11
e. Numbers of Syllables Within a Word................................................................. 11
f. Research Gap................................................................................................... 13
g. Significance of the Study................................................................................... 13
h. Objectives.......................................................................................................... 14
i. Operational Definition of Terms......................................................................... 15
3. Materials and Methods…………………………………………………….......................... 17
a. Ethical Considerations and Approval....………………………............................ 17
b. Study Design…………....................................................................................... 17
c. Use of Secondary Data...................................................................................... 17
d. Procedures........................................................................................................ 18
4. Results........................................................................................................................... 24
a. Syllable Structure............................................................................................... 24
b. Onset, Nucleus and Coda..................................................................................

25
3
c. Number of Syllables Within a Word...................................................................
29
d. Combinations of Syllable Structures.................................................................

29
5. Discussion..................................................................................................................... 34
a. Syllable Structure............................................................................................... 34
b. Onset, Nucleus and Coda..................................................................................

35
c. Number of Syllables Within a Word...................................................................

36
d. Combinations of Syllable Structures..................................................................

37
6. Conclusion..................................................................................................................... 38
7. Limitations..................................................................................................................... 39
8. Conflict of Interest.......................................................................................................... 40
9. Acknowledgement......................................................................................................... 40
10. Literature Cited.............................................................................................................. 41
11. Appendices.................................................................................................................... 44
4
List of Figures
Figure Page
1. Figure 1. Flowchart of the Study Implementation..……………............…………............ 17
2. Figure 2. Schematic Diagram of Participant Recruitment.............................................. 19
3. Figure 3. Percentage of Occurrence of Syllable Structures.......................................... 25
4. Figure 4. Percentage of Occurrence of Onsets............................................................. 26
5. Figure 5. Frequency of Onsets...................................................................................... 26
6. Figure 6. Percentage of Occurrence of Nucleus........................................................... 27
7. Figure 7. Percentage of Occurrence of Coda................................................................ 28
8. Figure 8. Frequency of Coda......................................................................................... 28
9. Figure 9. Percentage of Occurrence of Number of Syllables........................................ 29
10. Figure 10. Percentage of Occurrence based from the Combinations of Syllable
Structures...................................................................................................................... 30
11. Figure 11. Percentage of Occurrence of Syllable Structure Combinations of One- 31
Syllable Words………………………………………………………………........................
12. Figure 12. Percentage of Occurrence of Syllable Structure Combinations of Two-
Syllable Words............................................................................................................... 31
13. Figure 13. Percentage of Occurrence of Syllable Structure Combinations of Three- 32
Syllable Words...............................................................................................................
14. Figure 14. Percentage of Occurrence of Syllable Structure Combinations of Four-to- 33
Six-Syllable Words........................................................................................................
15. Figure 15. Schematic Diagram of Reconsent Process.................................................. 82
5
List of Tables
Table Page
1. Table 1. Twelve different syllable structure inventories from different languages... 11
2. Table 2. Relative frequency of one, two and three syllable words........................... 12
6
List of Appendices
Appendix Page
1. Appendix A. Good Clinical Practice Certificates............................................................ 44
2. Appendix B. Researcher’s Curriculum Vitae................................................................. 48
3. Appendix C. Letter to Primary Investigators………….................................................... 66
4. Appendix D. Participant Information Sheet and Re-consent Form (Filipino)…............. 70
5. Appendix E. Participant Information Sheet and Re-consent Form (English)................ 76
6. Appendix F. Return Letter from the Primary Researchers............................................ 81
7. Appendix G. Schematic Diagram of Re-consent Process............................................. 82
8. Appendix H. Subject-Matter Expert’s Curriculum Vitae................................................. 83
9. Appendix I. The International Phonetic Alphabet 2015................................................. 99
10. Appendix J. Orthographic Transcription Protocol.......................................................... 100
11. Appendix K. Syllable Structure Analysis Protocol......................................................... 104
12. Appendix L. Summary of Syllable Structures................................................................ 106
13. Appendix M. Summary of Onset, Nucleus and Coda.................................................... 107
14. Appendix N. Summary of Number of Syllables............................................................. 110
15. Appendix O. Summary of Combinations of Syllable Structures.................................... 111
16. Appendix P. Ethics Approval......................................................................................... 114
17. Appendix Q. Authorship Form....................................................................................... 116
18. Appendix R. Intellectual Property Right Form............................................................... 118
19. Appendix S. Poster........................................................................................................ 119
20. Appendix T. Script for Oral Presentation....................................................................... 120
7
ABSTRACT
Objectives: The objective of the study is to describe the syllable structures exhibited by Filipino-
dominant speaking four-year-old children from the secondary data obtained from the study of
Jacinto et al. (2017).
Methods: A total of nineteen audio-recorded connected speech samples from Jacinto et al.
(2017) were transcribed, segmented, and analyzed to describe the syllable structures through
identifying the parts of a syllable, the number of syllables in a word, and the combination of the
different syllable structures exhibited by the participants. Descriptive and cross-sectional
secondary data analysis was used to describe the different syllable structures.
Results and Discussion: The most frequently occurring syllable structure is CV followed by
CVC. Consonants /n/ and /ʔ/ are the most frequently occurring onset and coda, and vowel /a/
for the nucleus. Furthermore, the most frequently occurring number of syllables are one-syllable
and two-syllable words with syllable structure combinations CVC, CV.CV, CV.CVC and CV. As
for diphthongs and clusters, the occurrence was less frequent (less than 5% of the total sample)
as Filipino words primarily do not contain these. The increase in number of syllables resulted
from the reduplication of the verbs and affixes.
Conclusion: Overall, the results of the current study may serve as basis for word structure,
monitoring, and regulating the expected skills and development of Filipino children.
Keywords: Syllable, Syllable Structures, Speech-Language Pathology
8
INTRODUCTION
Speech-language pathologists (SLPs) play a central role in the screening, assessment,
diagnosis, and treatment of persons with speech sound disorders.1 During the process of
assessment, speech and language pathologists obtain and analyze speech samples from their
clients to find out what speech sounds they can say and what syllable structures they can
produce.2
Tagalog Phonemic Inventory
Tagalog phonemic inventory includes sixteen consonants namely /b, k, d, g, h, l, m, n, ŋ, p, r, s,
t, w, j, ʔ/ and five vowels namely /a, ɛ, i, ɔ, ʊ/.3 The symbol /ʔ/ represents the glottal stop. These
consonants and vowels are combined to make syllables.
Syllable
A syllable is composed of at least a vowel (V) with or without consonant/s (C) combined to it.4
The vowel is called a nucleus and it may stand alone in a syllable. The consonant/s preceding
the nucleus is called the onset while the consonant/s after the nucleus is called the coda. The
nucleus and the coda are collectively known as the rhyme.5 Every vowel is one syllable, while
every consonant needs one vowel to be a syllable. In addition, there is only one vowel in every
syllable while there can be more than two consonants in one syllable.6 The syllable serves as
the basis for the description of structural patterns. Consonants are distributed in the initial,
medial and final positions. However, it was noted that words are constituted of syllables and
they have maximally three positions in the structure: CVC. Words that have two or more
syllables potentially have four positions in structure for the distribution of consonants: syllable
9
initial word initial (SIWI), syllable initial within word (SIWW), syllable final within word (SFWW),
syllable final word final (SFWF).7
Syllable Structure
Syllable structure is the combination of consonants (C) and vowels (V) within a syllable (e.g.
nan in unan: n + a + n → C + V + C = CVC).
As early as three to six months of age, children start to babble and combine syllable structures
into CV.CV format (i.e. mama). By the ninth to twelfth months, variegated babbling and
production of first words are more common. From one to three years old, syllable structure CVC
begin to appear; however, omission of initial and final consonants, reduction of clusters and
substitution of one consonant to another are still common.8
The Tagalog language contains less consonants and vowels than English. The native Tagalog
syllable structure is typically CVC(0-1) whereas the English syllable structure is C(0-3)VC(0-4). This
means that Tagalog syllable contains an initial consonant and a vowel. The final consonant may
or may not be present (e.g. CV - ‘ku’ for kuha and CVC - ‘kam’ for kampi). In English syllable,
there may be zero to three consonants at the initial position and zero to four consonants in the
final position (e.g. CCCV - ‘stre’ for stretcher and VCCC - ‘ants’ for ants). The major difference
lies in the presence of consonant clusters in the English language whereas the Filipino
language has none at all, with the exception of borrowed words such as the cluster /pr/ in the
word prutas from the English word fruit.9
Syllable structures of different languages were described by Blevins (1995) as reviewed by
Levelt and Van de Vijver (2004).10 The study showed that syllable structures differ from
language to language as evidenced in the list below.
10
Table 1.
Twelve Different Syllable Structure Inventories From Different Languages
Language
Syllable Structure
Example
Hua CV
Thargari CV CVC
Cayuvava CV V
Arabela CV CCV
Sedang CV CVC CCV(C)
Mazateco CV V CCV
Klamath CV CVC CVCC
Mokilese CV CVC V(C)
Totonac CV CVC CVCC CCV(C)(C)
Finnish CV CVC V(C) (C)VCC
Spanish CV CVC V(C) CCV(C)
Dutch CV CVC V(C) CCV(C) (C)(C)VCC
The Role of Glottal Stop in the Tagalog Syllable
The glottal stop is a notable feature of Filipino phonology. According to Nationmaster (2009), as
cited in Malabonga (2009), glottal stop is part of the Tagalog consonant inventory.3 Alina,
Cambaliza, Sta. Ana, Sosa and Chu (2011) mentioned that in the case of Tagalog words
beginning with a vowel, there is always a glottal stop (ʔ) at the beginning as all words must
begin with a consonant.11 For example, in the word “ulan” or /ʔʊ.lan/, the first syllable starts with
the consonant glottal stop (ʔ) instead of vowel /ʊ/. This explains the absence of Tagalog syllable
structures beginning in vowels. Also, the two most common Tagalog syllable structures are CV
and CVC. In addition to this, according to Ramos and Cena (1990) as cited in Malabonga
(2009), the inclusion of the glottal stop is necessary in differentiating the pronunciation of words
with the same spelling (e.g. sʊka vs. sʊkaʔ).3
Number of Syllables Within a Word
In a study by Dyson (1988), the relative frequency of one-syllable words, two-syllable words,
and three-syllable words that appeared in English-speaking children aged two to three were
11
analyzed through the obtained two sets of speech samples taken six months apart.12 From the
data, it was seen that one-syllable words had the highest frequency. Two-syllable words were
well-represented from among the participants but almost none occurred for three-syllable words
as seen in the table below.
Table 2.
Relative frequency of one, two and three syllable words
Number of Younger Group Observation Older Group Observation

Syllables
% of % of % of % of
Occurrences Occurrences Occurrences Occurrences
(from speech (from speech (from speech (from speech
sample 1) sample 2) sample 1) sample 2)
One Syllable 86.9 5.04 87.61 84.83
Two Syllables 12.47 14.23 12.00 14.48
Three Syllables 0.36 0.73 0.39 0.69
According to Demuth and Fee (1995) as cited by Kehoe and Stoel-Gammon (2001), before
children are able to combine different syllables, children develop CV (core syllable) first,
followed by CVCV structure (e.g. nana) then CVC.13
Naidoo, Van der Merwe, Groenewald, and Naude (2005) conducted a study regarding the
syllable structure development of eighteen Zulu-speaking children ages 3:0-6:2.14 As a result,
the most frequent combination of syllable structures produced across the age groups are
VCVCV, VCVCVCV, CVCV and CVCVCV. Furthermore, Agustin and Soriano (2007) conducted
a study on the syllable structures produced by two-year old Filipino children.15 They were able to
report that the 24-to-35-month old children exhibited fifty-two syllable structure combination;
however, only ten were considered mastered based on Templin’s criteria, these are: CVCV, CV,
VCV, CVCVC, CVC, CVVC, CVCCV, CVCCVC, VCVC, and VCVVC.
12
Research Gap
In Metro Manila, a recent study by Jacinto et al. (2017) examined the consonant inventory and
error patterns exhibited by 100 typically-developing four-year-old children; however, the study
did not account for syllable structure and vowels exhibited by these children.17
Agustin and Soriano (2007) examined the syllable structure of 20 two-year-old Filipino
children.15 The study was able to determine different syllable structures and canonical forms,
however, the researchers did not take into consideration the presence of glottal stop.
Also, the study had limited sample size that may not be a representative of the whole
population. Consequently, this led to the absence of Filipino normative data on the syllable
structure exhibited by typically developing children.17 Due to this, Filipino SLPs resort to
subjective clinical decisions or compare their assessment results to Westernized norms.
However, Chen, Bernhardt, and Stemberger (2016) stated that the normative data of one
language cannot be applied to another since languages differ in terms of content and size of
speech sound inventory, phonotactic constraints, syllable structure of words, and the phonetic
complexity of sounds.18
Significance of the Study
Due to the limited number of researches and literature, documentation of phonological
acquisition development is crucial for a deeper understanding of the phonological development
of children in Metro Manila. Due to current lack of normative data, speech-language pathologists
resort to the use of Western language norms and non-standardized assessment procedures
limiting the formulation of clinically-sound decisions.18
The identification of the most frequent appearing syllable structures will result in speech and
language implications for diagnosis of delays and/or disorders as children with specific language
13
impairment produced fewer of the more advanced syllable shapes and structures.19 In terms of
therapy, the knowledge of syllable structures produced by typically developing individuals is
essential in formulating an accurate and comprehensive treatment plan. As such, any findings
deviating from the norm may require therapy focused at phonotactic level.
Both assessment and therapy are crucial in determining where to start and which areas to
improve on the child’s skills. The purpose of assessment is to identify the baseline skills of the
child in order to construct an appropriate therapy plan. In relation to the study, identifying the
syllable structures that typically developing children can produce may provide a more in-depth
analysis and understanding of the present syllable structures in the local setting. This study may
be used as a comparison and reference for more age-specific syllable structures of other
Austronesian languages and serve as basis for future researchers that would delve into the
phonological and syllable structure development of Tagalog speaking children.
Other than speech language pathologists, linguists, parents and teachers may benefit from this
study as they provide a reference for word structure, monitoring and regulating the expected
skills and development of a child. This may also call the attention of the local government for
application of the curriculum to regular and special education schools.20, 14, 5
Objectives
The general goal of the present study is to describe the syllable structures exhibited by typically-
developing, Filipino-language dominant four-year-old children in Metro Manila. Specifically, the
study aims to answer the following questions:
1. What are the syllable structures present in the speech sample of 4-year old Filipino-
dominant speaking children?
2. What are the present onset, nucleus, and coda in the speech sample of 4-year old
Filipino-dominant speaking children?
14
3. How many number of syllables within a word can Filipino-dominant speaking children
produce?
4. Based on the number of syllables, what combinations of syllable structures are present?
Operational Definition of Terms
Definition of terms is required for a comprehensive understanding of the terminologies to be
used in the study. The terms are as follows:
1. Filipino-dominant: children with Filipino as their dominant language based from Cheng
and Sison’s Language Dominance Questionnaire (LDQ)
2. Early Childhood Care and Development (ECCD) Council: organization responsible for
developing policies, providing technical assistance to ECCD service providers
3. ECCD-Monitored public day care centers: centers which follow the ECCD protocols
4. Typically-developing: children who have average ECCD scores, normal hearing
thresholds, normal speech and language skills, and functional oral peripheral
mechanism (OPM)
5. Syllable: It is composed of at least a vowel with or without consonants combined to it.4
1. Onset: This refers to the consonant or consonants prior to the nucleus or vowel.5
2. Nucleus: This refers to the vowel in a syllable.5
3. Coda: This refers to the consonant or consonants following the nucleus or
vowel.5
2. Native words: Words found in the Tagalog dictionary
3. Loan words: Tagalog words derived from non - Austronesian languages such as English,
Chinese, and Spanish languages
4. Content words: nouns, verbs, and modifiers (adjectives and adverbs)
5. Function words: pronouns, particles, determiners, numerals, and linkers/ connectives
15
6. Current researchers: This pertains to the researchers of the study entitled “A Secondary
Data Analysis Describing the Syllable Structure Exhibited by Four-Year-Old Filipino-
Dominant Speaking Children” by Jacinto et al. (2018).
7. Previous researchers: This pertains to the researchers of the study entitled
“Phonological Development of Typically Developing Filipino-Dominant Speaking
Children Ages 4:0-4:11 Enrolled in ECCD Daycare Centers in Metro Manila” by Jacinto
et al. (2017).
16
MATERIALS AND METHODS
Figure 1. Flowchart of the Study Implementation
Ethical Considerations and Approval
This study complied with the principles of the Declaration of Helsinki and Good Clinical Practice
Guidelines of the Philippine Health Research Ethics Board (PHREB). Prior to conducting this
study, the researchers obtained approval from the University of Santo Tomas - College of
Rehabilitation Sciences Ethics Review Committee (UST-CRS-ERC) with the protocol SI-2017-
018. Furthermore, to protect the rights of the participants, the study abided with the Data
Privacy Act of 2012.
Study Design
A descriptive and cross-sectional secondary data analysis from the phonological development
study by Jacinto et al. (2017) was used. This allowed the current researchers to gather and
analyze qualitative and quantitative data regarding the syllable structures exhibited by the
participants.
Use of Secondary Data
The participants of the study were ensured to be typically developing through ECCD file review,
oral peripheral mechanism (OPM) testing, and formal audiological assessment. Also, Language
Dominance Questionnaire was given to determine that the participants are Filipino language-
dominant speakers. Furthermore, the connected speech samples were elicited through the use
17
of story prompts patterned from McCabe’s Conversation Map, wherein story prompts embedded
in a conversation were used to elicit a personal narrative from a child.
Procedures
Phase 1
Re-consent Process and Acquisition of Secondary Data
In adherence to the Data Privacy Act of 2012, the current researchers performed re-consent to
ensure privacy and confidentiality of the participants who were considered as part of the
vulnerable population. The re-consent process was prepared by the current researchers but
was implemented by the previous researchers, still, to ensure privacy and confidentiality by
limiting the contact between the current researchers and the participants. After the approval
from the UST-CRS-ERC, the current researchers sent a formal letter to the previous
researchers which includes permission to access and analyze the data, and assistance with the
re-consent process.
For participants whose verbal re-consent was obtained, the previous researchers scheduled a
meeting for each ECCD school to discuss the contents of the informed re-consent form along
with the background and objectives of the study of the current researchers. On the other hand,
the samples of the participants who declined to give their re-consent and / or were
unsuccessfully contacted were not included in the analysis of the study. (Refer to Appendix G
for the Schematic Diagram of the Re-consent Process)
18
Figure 2. Schematic Diagram of Participant Recruitment
Among the 100 participants, 76 did not respond to the call of the previous researchers, 32 gave
verbal re-consent, and 2 declined re-consent. Within the 32 participants who gave verbal re-
consent, only 19 participants met up with the previous researchers and signed a formal consent.
The other remaining 13 participants who gave verbal consent either did not agree to meet and
sign a formal consent or cannot be reached/contacted during the day of meet up.
The audio-recorded connected speech samples of the 19 participants were obtained through a
hard drive given by the previous researchers during a formal meeting. Only the current
researchers will keep the data for a maximum of three years, and will be disposed afterwards by
returning all of the data to the previous researchers. Upon acquisition, the data was stored in a
password protected external hard drive in cases where data may be lost or corrupted.
At the end of this phase, the researchers were able to obtain 19 audio-recorded connected
speech samples to describe the syllable structures of the participants.
19
Phase 2
Formulation of Orthographic Transcription Protocol
The researchers developed a transcription protocol to ensure that all the researchers will
analyze the same set of connected speech samples. (Refer to Appendix J for orthographic
transcription protocol.)
Formulation of Syllable Structure Analysis Protocol
The researchers had expert consultation with 1 linguist and 2 speech-language pathologists.
Each expert had at least 10 years of experience in their respective fields which guaranteed
formulation of proper and accurate syllable structure analysis protocol.
Training for Syllable Structure Analysis Protocol
After establishing the protocol, the current researchers received series of trainings and
workshops to implement the syllable structure analysis protocol. Training was facilitated by a
linguist with over 10 years of experience in Philippine linguistics specifically on Filipino
phonology. The researchers underwent the following:
· three-day lecture on Tagalog phonology,
· two-day workshop on perceptual training and phonetic analysis,
· five-day workshop on syllable structure analysis.
Determining the Transcriber-Analyst
In adherence to the Data Privacy Act of 2012, the current researchers limited the number of
members who have access to the audio files to further ensure privacy and confidentiality of the
participants. Only one member from the group was selected to transcribe and analyze all 19
20
audio samples of the participants. To determine the lone transcriber-analyst, a written
examination was taken by the researchers. The member who had the highest score from the
test obtained 97% and was appointed to do the orthographic transcription and syllable structure
analysis of the samples.
Inter-rater Reliability for Syllable Structure Analysis
To ensure reliability of the analysis of the lone transcriber-analyst, an Inter-Rater Reliability
between the trainer and the transcriber-analyst was computed by a statistician. The trainer and
the transcriber-analyst analyzed two randomly chosen samples obtained from the trainer. The
Intra-class correlation coefficient (ICC) computed was 0.997 which is within the excellent to
perfect range or corresponds to a very high degree of agreement.21
At the end of this phase, the researchers developed orthographic transcription and syllable
structure analysis protocols, determined the lone transcriber-analyst, and ensured reliability of
the transcriber-analyst.
Phase 3
Inter-Rater Reliability Testing for Orthographic Transcription, and Orthographic
Transcription
Three other group of researchers shared the same 19 audio samples which they used for
different objectives. One researcher from each group was identified to perform orthographic
transcription. The 19 audio-recorded connected speech samples were distributed randomly to
all selected researchers using the developed orthographic transcription protocol. The following
groups were as follows:
21
1. A Secondary Data Analysis Examining Personal Narratives of typically developing
Filipino-dominant speaking children aged Four Years enrolled in Early Childhood Care
and Development (ECCD) day care centers in Metro Manila
2. Speech Intelligibility of Typically Developing Filipino Language Dominant Children aged
Four Years Old enrolled in ECCD-monitored Day Care Centers in Metro Manila (A
Secondary Data Analysis)
3. Measurements of Lexical Diversity and Density of Filipino Language Dominant Four-
Year-Old Children in ECCD-Monitored Day Care Centers in Manila
To ensure reliability of the transcriptions across the selected researchers, an Inter-Rater
Reliability was computed by a statistician. Each selected researcher from each group was
asked to analyze two randomly chosen samples. The Intra-class correlation coefficient (ICC)
computed was 0.995 to 1.000 which is within the excellent to perfect range or corresponds to a
very high degree of agreement. (Koo & Li, 2016).
Upon completion of orthographic transcription, syllable structure analysis was done separately
based on the specific objectives of each group. No sharing and disclosing of data among the
groups was done at this level to ensure exclusivity of the analyzed data.
At the end of this phase, reliability between the selected researchers were determined and the
19 transcribed orthographic samples were obtained.
Phase 4
Syllable Structure Analysis
All 19 audio-recorded samples obtained were transcribed and analyzed using the developed
syllable structure analysis protocol. (Refer to Appendix K for the Syllable Structure Analysis
Protocol). The current researchers computed for the frequency and percentage of present
syllable structures including coda, onset, and nucleus, number of syllables in a word, and
22
combinations of syllable structures exhibited by the participants. The researchers also
separated the words into content and function words, and into native and loan words.
At the end of this phase, the following will be extracted from the analyzed samples: present
syllable structures, coda, onset, nucleus, coda, number of syllables in a word, and combinations
of syllable structures.
23
RESULTS
The speech corpus gathered from the 19 participants contain varying length and number of
words. The average length of the speech samples were approximately 13 minutes with a
minimum duration of 3 minutes and 58 seconds, and a maximum of 19 minutes and 2 seconds.
Approximately 7,100 words or 12, 800 syllables were transcribed and analyzed. The number of
words per participant were at least 90 words and at most 603 words with an average of 370
words per participant.
Apart from unintelligible utterances, the researchers included all child utterances in the sample
including child imitation of other speakers, exclamations, and responsive utterances. All words
were transcribed to ensure all syllable structures during the whole elicitation procedure was
accounted for.
Syllable Structures
The participants were able to produce twelve different syllable structures. Figure 3 shows the
percentage of occurrence of the syllable structures exhibited. (Refer to Appendix L for the
complete summary of syllable structures). Results revealed that CV and CVC were the most
frequently occurring syllable structures. Moreover, there is only a small percentage of other ten
syllable structures which contains clusters and diphthongs.
24
Figure 3. Percentage of occurrence of syllable structures
The participants were able to produce five syllable structures containing diphthongs which
comprise only 2.82% of the total sample. These are CVV, CVVC, CCVVC, CCVV and CVVCC.
On the other hand, they were able to produce eight syllable structures containing clusters which
has a total of only 3.60%. These are CCV, CVCC, CCVC, CCVVC, CCVCC, CCVV, CVVCC
and CVCCC. Overall, all were able to produce both diphthongs and clusters.
Onset, Nucleus and Coda
Onset
The participants were able to produce 40 different onsets, twenty-three of which are consonants
while seventeen are consonants clusters. Figure 4 shows the percentage of occurrence of the
onsets exhibited by the participants and the ten most frequently occurring consonant onsets.
(Refer to Appendix M for the complete summary of onset.) Clusters produced by the participants
were /tr/, /kl/, /br/, /pr/, /dr/, /gr/, /dr/, /kw/, /bl/, /pl/, /tʃr/, /sw/, /kr/, /pw/, /sp/, /kj/ and /pj/.
Comparing native and loan words, 74% of the clusters are found in loanwords while 26% are in
native words.
25
Figure 4. Percentage of occurrence of onsets
Figure 5 shows the number of respondents who were able to exhibit the onset (n=19).
Figure 5. Frequency of Onsets
26
Nucleus
The participants were able to produce a total of twelve different nuclei, five of which are vowels
while seven are diphthongs. Figure 6 shows the percentage of occurrence of the nucleus
exhibited by the participants. (Refer to Appendix M for the complete summary of nucleus.)
Figure 6. Percentage of occurrence of nucleus
Comparing vowels and diphthongs in native and loan words, vowels are more common in native
words while diphthongs are more common in loanwords. In native words, 97.29% are vowels
and 2.71% are diphthongs. In loanwords, 86.97% are vowels and 13.03% are diphthongs. The
most dominant vowel and diphthong for both native and loanwords are /a/ and /aɪ/, respectively.
Coda
The participants were able to produce a total of thirty-four different codas, sixteen of which are
consonants and eighteen are consonant clusters. Figure 7 shows the percentage of occurrence
27
of the codas exhibited by the participants and the ten most frequently occurring consonant
codas. (Refer to Appendix M for the complete summary of coda.) Clusters produced by the
participants were /ns/, /ks/, /ndʒ/, /ts/, /nd/, /rk/, /rls/, /ld/, /nt/, /rs/, /st/, /ŋs/, /ŋk/, /ls/, /rt/, /rtʃ/, /rd/
and /rks/.
Figure 7. Percentage of occurrence of coda
Figure 8. Frequency of Coda
28
The participants were able to produce words with one to six syllables. Figure 9 shows the
percentage of occurrence based on the number of syllables produced. (Refer to Appendix N for
the complete summary of number of syllables.)
Figure 9. Percentage of occurrence of number of syllables
All the participants (n=19) produced one-to-three-syllable words; eighteen produced four-
syllable words; thirteen produced five-syllable words; and one produced six-syllable words. Out
of the 13 five-syllable words, only one was a loanword.
Combinations of Syllable Structures
The participants were able to produce 94 different combinations of syllable structures. Figure 10
shows the most frequently occurring combinations. (Refer to Appendix O for the complete
summary of the different combinations of syllable structures.)
29
Figure 10. Percentage of occurrence based from the combination of syllable
One-Syllable Words
Figure 11 shows the percentage of occurrence of the different syllable structure combinations in
one-syllable words.
30
Figure 11. Percentage of occurrence of syllable structure combinations in one-syllable words
Two-Syllable Words
Figure 12 shows the percentage of occurrence of the different syllable structure combinations of
two-syllable words.
Figure 12. Percentage of occurrence of syllable structure combinations of two-syllable words
31
Three-Syllable Words
three-syllable words.
Figure 13. Percentage of occurrence of syllable structure combinations of three-syllable words
Four-to-Six-Syllable Words
four-to-six-syllable-words.
32
Figure 14. Percentage of occurrence of syllable structure combinations four-to-six-syllable words
33
DISCUSSION
Syllable Structures
From the current study, it was found that the most frequently occurring syllable structures were
CV and CVC which were also mentioned by Malabonga (2009) to be the most common syllable
structures in the Filipino language.3 McFarland (1989) found out that the most frequently
occurring Filipino words from Filipino literary works are the following: na, sa, ko, mga, ang, ng,
ay, at and hindi.22 These results can be correlated to the current study as these words only
contain CV and CVC syllable structures.
Agustin and Soriano (2007) stated that Filipino children can produce two-element clusters at the
age of two.15 In comparison, all participants of the current study aged four years old were also
able to produce two-element clusters; however, three-element clusters (e.g. Charles /tʃarls/)
were only produced by the participant of the current study and not by the participants of Agustin
and Soriano (2007). This may indicate that syllable structure increase in complexity as one
ages.
Malabonga and Marinova-Todd (2007) mentioned that clusters are absent in the Tagalog words
and are mostly present in loanwords.23 However, the current study showed that the participants
were able to produce clusters. This can be attributed to the occurrence of loanwords in the
sample such as trabaho /trabahɔ/ and blue /blu/. Also, the current study found presence of
clusters in the native words but these were mostly brought about by phonological changes;
omission seen in the word bibili (the Taɡaloɡ word for will buy) which was produced as /bɪblɪ/
and addition as seen in the word lagnat (the Tagalog word for fever) which was produced as
/klanat/.
34
Aside from clusters, diphthongs were also produced by the participants. Diphthongs constituted
13.03% of loanwords' total number of nucleus and 2.71% of the native words. Although lesser
than vowels, presence of diphthongs were still noted from the samples such as baboy /baboɪ/,
lagay /laɡaɪ/, and gumagalaw /ɡʊmaɡalaʊ/ which differs from the findings of Ramos (1971) and
Soberano (1980) stating that diphthongs in the Filipino language only occurred in the
loanwords.24, 25
Onset, Nucleus and Coda
Onset
Consonants /n/, /ʔ/, and /k/ are the most frequently occurring onsets. This can be correlated with
the list of most frequently occurring words in the Filipino language by McFarland (1989) as most
of these words start with /n/ such as ‘na’, /ʔ/ such as ‘ako’, and /k/ such as ‘ko’.22 The frequently
occurring onsets can also be compared to the frequently occurring phonemes in the syllable
initial position in the study of Jacinto et al. (2017).16 The results are similar except for the /ʔ/
which is only present in the current study. Since Jacinto & Maximo et al (2017) did not strictly
transcribe and analyze the glottal stop in the syllable initial word initial position.
Nucleus
The most frequently occurring nuclei are /a/, /ɪ/ and /ɔ/. It can be correlated with McFarland’s
study, as eight out of the ten most frequently occurring Filipino words ‘na’, ‘ang’, ‘ay’, ‘at’, ‘sa’,
‘mga’ ‘hindi’ and ‘ko’ contained the aforementioned nuclei.22
Coda
Consonants /n/, /ŋ/ and /ʔ/ are the most frequently occurring coda. It can be correlated with
McFarland’s list of most frequently occurring Filipino words as these consonants were noted in
the most words from the list such as hindi /hindiʔ/ for /n/ and /ʔ/, and ang /aŋ/ for /ŋ/.22
35
The frequently occurring codas can also be compared to the most frequently occurring
phonemes in the syllable final word final position by Jacinto & Maximo et al. (2017).16 The
results are similar except for the /ʔ/ which is only present in the current study. As mentioned,
this is because Jacinto & Maximo et al (2017) did not strictly transcribe and analyze glottal stop
in the syllable final position.
All participants were able to produce one-to-three-syllable words. Only eighteen of them
produced four-syllable words while thirteen produced five-syllable words, and only one
produced six-syllable words (e.g. nagpapabahabol).
The most frequently occurring are the two-syllable or disyllabic words at 42.31%. Schachter and
Otanes (1972) found that that lexical roots are prevalent in disyllabic words.26 Furthermore, they
also noted that two-syllabicity of words is typical of the great majority of common nouns in
Tagalog and Philippine languages such as the words ‘bahay’ and ‘bato’.
One-word or monosyllabic words are the second most exhibited number of syllables at 41.99%.
These can be correlated with McFarland (1989) where 8 out of 10 most frequently occurring
words in Filipino are monosyllabic function words such as na, ang, sa, ng, ay, at, and ko.22
These function words were frequently heard in the sample of the current study.
As compared to other languages, the use of reduplication and affixes in verbs in Tagalog
language results in the production of polysyllabic words.27
There were also polysyllabic words that are brought about by syllable addition, which is
considered to be a phonological change or process. This can be seen in the addition of syllable
“ba” in the word “nagpapahabol” resulting to the word “nagpapabahabol”.
36
Furthermore, out of the forty-three five-syllabic words, only one is a loanword which is
“nagfoformation” and the other forty-two words are native words containing affixes and
reduplication. As seen in the example of the five-syllable loanword, it was noted that it still
followed the morphosyntactical rules for verbs, i.e. reduplication and affixation, of the Tagalog
language resulting to increased number of syllables.
Combination of Syllable Structures
The study found that the children produced 94 different syllable structure combinations. The
complexity of the syllable structure combinations decreased as the number of syllables in a
word increase. This is seen in higher incidence of clusters and diphthongs in one-syllable and
two-syllable words as compared to polysyllabic words. For example, the four-syllable word
papatayin /pa.pa.ta.yɪn/ contain CV and CVC syllable structures only; in comparison to the two-
syllable word patay /pa.taɪ/ which contains a diphthong.
37
CONCLUSION
In looking at the connected speech samples of four-year-old Filipino children from Metro Manila,
it was found out that the most frequently exhibited syllable structures are CV and CVC.
However, they are also expected to produce clusters and diphthongs, but these are attributed to
the presence of loanwords in the samples. The most frequently occurring onset, nucleus, and
coda are /n/, /ʔ/, and /k/; /a/, /ɪ/, and /ɔ/; and /n/, /ŋ/, and /ʔ/, respectively. This information will
guide SLPs on what consonants and vowels to expect during assessment and what to target
first in a specific position during therapy.
More syllable combinations can be expected from four-year-old children who have the ability to
use affixes and reduplications to denote verb tenses. However, as more syllables are combined,
children tend to use simpler syllable structures. This is seen in higher incidence of clusters and
diphthongs in one-syllable and two-syllable words as compared to words with three or more
syllables.
Phonological changes exhibited by the participants affected the syllable structures as
phonological changes resulted in the presence of clusters in native words and increased the
number of syllables in some words. These findings provide preliminary normative indications
that can be useful for Filipino SLPs in terms of assessment and management of four-year-old
Filipino-dominant speaking children in Metro Manila who may exhibit syllable structure deficits.
Aside from the clinical implications in SLP practice of speech sound disorder assessment and
intervention, other professionals such as linguists, parents and teachers may benefit from this
study as it may be a basis for word structure, monitoring, and regulating the expected skills and
development of a child. Lastly, this study may be vital in building the curriculum of regular and
special education schools.
38
LIMITATIONS
As there may be different variations of Tagalog language in different provinces in the
Philippines, the results are only available to Filipino language-dominant children in Metro
Manila. Moreover, the inclusion of only 19 participants in the study limits widespread
generalization of results. As such, it is recommended that an analysis of samples from a larger
sample size be conducted.
The study did not provide data about the correlation of syllable structure to morphosyntax which
may include affixations and verb inflections that could affect the syllable structures found. The
researchers did not take into account parsing the samples into affix, root, and particles which is
deemed more appropriate for the Filipino language. Interprofessional research collaboration on
the interaction of linguistics and speech sound disorders is thereby recommended.
Moreover, the number of analyzed words and syllables varied across children because data
was based on speech samples which may not provide opportunities to elicit other syllable
structures. The research also did not compare the syllable structure of the children to adult
forms and did not determine the structures of syllable-related errors children exhibits. Therefore,
it is recommended that further researches be conducted on these parameters.
Lastly, the study did not analyze suprasegmental and stress patterns of the samples and did not
perform phonetic analysis to accurately parse the sample to determine syllable boundaries and
word boundaries. The study also recommends to further develop the software, i.e. Excel, used
to analyze the syllable structures to aid in the ease of analysis of speech samples for future use.
Use of software to aid in acoustic analysis to supplement perceptual analysis will also increase
the validity of future analyses.
39
CONFLICT OF INTEREST
There is no conflict of interest.
ACKNOWLEDGMENTS
We would like to express our deepest gratitude to our subject-matter experts, Dr. Ricardo Ma.
D. Nolasco, PhD, for providing us with excellent training during our preparatory lectures and
workshops, as well as Barbara F. Munar, MRS-SP and Mae Catherine S. Sadicon, CSP-PASP
for devoting their time, effort and expertise for the development of our study. We are grateful for
our family and friends who have been there to support and motivate us during the whole
research process. And lastly, we would like to thank the Almighty Father for giving us the
strength, wisdom, and knowledge to complete this research.
40
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Madagascar (Vol. 7). Psychology Press.
43
Appendix A
Good Clinical Practice Certificates
44
45
46
47
Appendix B
Researcher’s Curriculum Vitae
Paul William Jacinto, CSP-PASP

Speech and Language Pathologist
PASP CSP No. 080092
Mobile Number: +639188888687

Email Address: pdjacinto@gmail.com
Address: Ortigas Center, Pasig City
He is a speech and language pathology professional with more than 9 years of combined
experience as a clinician, educator, volunteer and advocate for individuals with communication
disorders. He specializes in re/habilitation of clients with hearing loss, cerebral palsy and other
motor-based communication disorders. He also provides support to families of children with
special needs through evidence-based parent training programs. He anticipates to graduate
with a degree in Master of Rehabilitation Science – Speech Pathology (MRS-SP) from the
University of the Philippines Manila (UPM) by the year 2017.
Certifications
Hanen Centre’s It Takes Two to Talk Oral Placement Therapy, 2009
Program for Parents of Children with
Language Delays, 2012
Lee Silverman Voice Treatment, (anticipated Lidcombe Program, 2009

2017)
Picture Exchange Communication System Beckman Oral Motor Therapy, 2008

(PECS), 2010
SOS Approach to Feeding, 2009 Certificate of Professional Recognition

Philippine Association of Speech Pathologists,
2008
48
Assessment and Therapy Approaches Trained
Auditory Verbal Therapy, 2007 Explicit Vocabulary Intervention, 2012
Parent and Child Together Program for Children The DRAMA Protocol, 2012
with Phonological Disorder, 2008
Pediatric Dysphagia, 2009 Pediatric Bobath Therapy,2012
Swallowing Disorders in Neonates, 2009 Integrated Play Group, 2013
Communication Training for Individuals with Pediatric Neurodevelopmental Treatment,

Cerebral Palsy, 2009 2015
Feeding Therapy using Oral Motor Therapy, 2010 Language-Based AAC Assessment and
Intervention, 2016
Interpretation of VideofluoroscopicSwallowing
Study (VFSS) of Adults, 2010
Professional Affiliation
International Neonatology Association The Hanen Centre Network
International Member, 2016 Member (2012 to present)
Philippine Association of Speech Pathologists Speech-Language & Hearing Association

(PASP) Singapore (SHAS)
Treasurer (2014 to 2015) International Member, 2008
Treasurer (2012-2014)
Certified Regular Member (2007 to present)
Educational Audiology Association Philippine Society of Audiology

International Member, 2013 Inducted Member, 2005
49
Professional Engagements
Resource Speaker, Listening and Spoken Resource SpeakerArmed Forces of the
Language Strategies at Home and in School, Philippines Medical Center
Lagro Elementary School SEMINAR: “Role of Speech Pathologists in
Adult Physical Dysfunction: Showing
Distinctness from Occupational Therapy”
(2011)
Resource Speaker Panelist UST-CRS
Facilitating Communication at Home Panel Discussion on Roles of Rehabilitation
University of Santo Tomas Professionals (2009)
Organizer PASP&UPM-CAMP/PGH Resource Speaker

SEMINAR: Contemporary Management of N.G. Review and Training Center, Iloilo City
Speech & Swallowing Disorders in ALS and Seminar-Workshop on Professional Voice Use
Other Neurodegenerative Disorders” (2015) and Voice Care (2007)
Organizer VolunteerOperation Restore Hope, Caloocan

PASP/Pasig City City
Hanen Centre’s It Takes Two to Talk Surgical Mission: Repair of Cleft Lip and
Certification Workshop (2012) Palate (2007)
Panelist
Philippine Cerebral Palsy Inc.
PANEL DISCUSSION: Feeding Disorders in
Children with Cerebral Palsy (2014)
50
Work Experience
Starkey Hearing Foundation Quality Life Discoveries.
Consultant Speech and Language Pathologist Quezon City
(May 2016 to present) Clinical Supervisor (2013-2014)
Consultant Speech and Language Pathologist
(2010-2014)
UST-College of Rehabilitation Sciences, WE-SPEAK Specialized Intervention Inc.Pasig

Manila City
Faculty Member: Instructor II (2015 to present) Consultant Speech and Language Pathologist
(2008-2012)
CLASP Auditory Verbal Center Inc. San Juan, Clinic for Therapy Services – Pediatric
Metro Manila Section.
Officer-in-Charge for Marketing and Training UPM-CAMP, Manila City
(2014 to present) Clinical Supervisor (2011)
Clinical Supervisor (2013 to present)
Consultant AV Therapist (2007 to present)
MedMom Child Development Clinic. Pasig City Independently Therapy Center

Consultant Speech and Language Pathologist Batangas City
(2014 to present) Consultant Speech and Language Pathologist
(2007-2008)
Philippine Cerebral Palsy (Habilitation Center) Skill Builders Therapy Center

Inc. Makati City Manila City
Chief Speech and Language Pathologist (2013 Consultant Speech and Language Pathologist
to present) (2007-2008)
Clinical Supervisor (2013 to present)
St. Luke’s Medical Center, Clinic for Therapy Services – Adult and
Quezon City Adolescent Section.
Affiliate Member, Speech Pathology (2009 to UPM-CAMP, Manila City
present) Clinical Supervisor (2010 - 2011)
51
Professional Development
Aural Re/Habilitation
2015 2011
Sustainable Hearing Implant Rehabilitation Developing Listening Using the School
and Strategies for Developing Listening and Curriculum
Spoken Communication Skills KK Hospital, Singapore
German Club; Makati; MedEl
2014 Learning to Listen

From Ear to Brain: Changing the Conversation KK Hospital, Singapore
about Hearing Loss
Cochlear HOPE Seminar Facilitating Listening and Spoken Language
Development in Children with Hearing Loss
14th ASEAN Pediatric Congress and 3rd Asian
Paediatric Otolaryngology Meeting
2013 2009
Teen Talk: Growing Up in A Hearing World AVT Workshop
Cochlear Southeast Asia Singapore General Hospital
An Introduction to Syntax Development for 2008

Students with Hearing Loss Hearing Habilitation Workshop: Diagnostic
Cochlear HOPE Seminar Therapy
UPM-CAMP
Managing Family Involvement in Therapy and
Education 2007
Cochlear HOPE Seminar Rehabilitation/Habilitation Approaches to
Communication for the Hearing Impaired
Workshop on AABR Communication Foundation for Asia
3rd International Symposium on Hearing,
Speech, Voice and Swallowing Disorders”
Asian Perspective
2012 2005
Beyond Hearing: Perceiving and Processing 1st International Conference on Hearing
Auditory Information Habilitation: Beyond Limits
UPM-CAMP Pan Pacific Hotel, Manila
52
Dysphagia
2015 Dysphagia Intervention: Theoretical
Contemporary Management of Speech & Perspectives in Dysphagia Treatment
Swallowing Disorders in ALS and Other Planning and Implementation
Neurodegenerative Disorders” UPM-CAMP
UPM-PGH Science Hall (PASP & UPM-
CAMP)
2014 Dysphagia: Cranial Nerve Assessment and

Pediatric Dysphagia VFSS Reading
Lancaster Hotel, Mandaluyong City UPM-CAMP
2013 2010
Dysphagia and Medication How Do We Treat This Patient With
Northern Speech Services Dysphagia
Swallowing Physiology: What clinicians need Northern Speech Services
to know about peripheral and central nervous
system Interpretation of Videofluoroscopic Swallow
Northern Speech Services Studies of Adults
Workshop of FEES Northern Speech Services
Speech, Voice and Swallowing Disorders:
Asian Perspective
2012 2009
The Latest Trends in Voice and Dysphagia Comprehensive Swallowing Course and
Rehabilitation Workshop
Philippine Association of Speech Pathologists SLMC-VSSC
2011 2007
VFSS Workshop Critical Concepts in Management of Patient
Veterans Memorial Medical Center- DRM with Dysphagia: A Knowledge-Based
Swallowing Rehabilitation Seminar Approach
Maggie Lee-Huckabee, UKM Malaysia Quezon City
53
Language
2016 Explicit Vocabulary Intervention for Language
Language-based AAC strategies in Filipino and Reading
and English UPM – CAMP
UPM-CAMP
2013 The DRAMA Protocol: A Program to Develop

Speech and Language Disorders Instructional Pragmatic Skills in Teenagers
Course UPM – CAMP
Speech, Voice and Swallowing Disorders” 2008
Asian Perspective Narrative Assessment and Intervention
PASP
2012 2007
It Takes Two to Talk Certification Workshop Language Learning Disorders in School –
The Hanen Centre Aged Children
PASP
Speech
2011 2008
Differential Diagnosis of Speech Sound Parent and Child Together (PACT) Program
Disorder and Treatment of Childhood Apraxia for Phonological Disorders
of Speech with Dr. Tricia McCabe SHAS
University of Sydney and UPM – CAMP
Speech Sound Disorders: Basics and Beyond 2008

(Caroline Bowen) Childhood Apraxia of Speech Seminar
UST – CRS SHAS
54
Other Area
2015 Bobath Pediatric Introductory Course
New Perspectives in Neurodevelopmental Hong’s Children Center for Cerebral Palsy
Treatment
MedMom Child Development Clinic
2013 After Diploma: SLP’s Role in the Transition of

Integrated Play Group Students with Special Needs
ADMU UPM – CAMP
2012 It Takes Two To Talk Certification Workshop
SP and SpEd: Building Bridges Together Hanen Centre Canada
UPM- CAMP
Convention
2016 2010
1st PASP Convention: Beyond Borders International Autism Conference
SMX Convention Center, SM Aura
2014 2008
National Conference on Getting Evidence 1st ASEAN Academy of Neurotology, Otology
into Practice in the Philippines: Knowing and and Audiology Congress
Applying What Really Works in Practice Philippine Society of ORL-HNS, PANORS
UST – CRS
2013 2005
14th National Conference in Special 49th Annual Convention of the Philippine
Education Society of Otolaryngology – Head
UP Diliman and Neck Surgery
Philippine Society of ORL-HNS
Speech, Voice and Swallowing Disorders”
Asian Perspective
St. Luke’s Medical Center
Character References
Mr. Fernando Alejandro Ligot, MHPEd, CSP- Ms. Georgina Mojica, MHPEd, CSP-PASP
PASP Chairperson, Department of Speech
Associate Professor Language Pathology
College of Allied Medical Professions College of Rehabilitation Sciences
University of the Philippines Manila University of Sto. Tomas
55
JAN ARA ABAD
1704 Sorrel Residences, Sociego St., Sampaloc Manila
09184562399
araabad123@gmail.com
ROLE: Researcher
PERSONAL INFORMATION
Age: 21 years old Civil Status: Single
Place of Birth: Manila Nationality: Filipino
Date of Birth: January 28, 1997 Religion: Roman Catholic
Gender: Female Language Spoken: English, Filipino
EDUCATION
Tertiary Education: Bachelor of Science in Speech-Language Pathology, College of
Rehabilitation Sciences, University of Santo Tomas, España, Manila (In Progress, 2013-
Present)
Scholarship: San Martin De Porres (Internal) In Progress, 2014-present
Secondary Education: St. Theresa’s College, Quezon City (2009-2013)

Scholarship: SEFI Scholar- 2009- 2013
Primary Education: St. Theresa’s College, Quezon City (2002-2009)

Scholarship: SEFI Scholar – 2008-2009
ACTIVITIES
College of Rehabilitation Science Student Council, University of Santo Tomas
Executive Assistant to the Assistant Secretary, 2014-2015
Executive Coordinator to the Secretary, 2015-2016
AWARDS/RECOGNITIONS RECEIVED
Principles of Health Research Ethics and Good Clinical Practice (April 1, 2017)
56
SKILLS & ABILITIES
• Proficient in English and Filipino
• Able to work with computer programs such as Microsoft Word, Powerpoint and Excel
• Complies with deadlines
• Practices good camaraderie within a group
• Is able to handle stress well
• Adapts well to changes
• Possesses self-confidence
• Has strong work ethic
CLINICAL TRAINING EXPERIENCE

• Nordhoff Craniofacial Foundation of the Philippines (June 2017)
• Abucay Rural Health Unit (July 2017)
• University of Santo Tomas – Speech and Language Pathology Laboratory (August 2017)
• St Luke’s Medical Center – Bonifacio Global City (September 2017)
• CLASP Auditory Verbal Center (October 2017)
• Apolinario Mabini Rehabilitation Center (November 2017)
• Stepping Stone Makati (December 2017)
• National Kidney and Transplant Institute (January 2018)
• Trails Center for Children – Dasmariñas, Cavite (February – March 2018)
• Philippine Cerebral Palsy, Inc. (April 2018)
57
MA. CZARINA YSABELLE D. GRIMALDO
29 Pres. L. Katigbak St., Lipa City, Batangas
09209751434
czarinagrimaldo@gmail.com
ROLE: Researcher
Age: 21 years old Civil Status: Single
Place of Birth: Lipa City, Batangas Nationality: Filipino
Date of Birth: December 17, 1996 Religion: Roman Catholic
EDUCATION

Rehabilitation Sciences, University of Santo Tomas, España, Manila (2013-Present)
Secondary Education: De La Salle Lipa (2009 – 2013)
Primary Education: De La Salle Lipa (2003 – 2009)
ACTIVITIES
University of Santo Tomas Red Cross Youth Council – College of Rehabilitation

Sciences, University of Santo Tomas,
Public Relations Officer, 2015 – 2016
Spearheaded ‘A Moonlit December Gathering’: RCYC – CRS Unit General Assembly
58
• Principles of Health Research Ethics and Good Clinical Practice (April 1, 2017)
• THOMASIAN PRIDE: Career Seminar Series for Fourth Year Students, Counseling and
Career Center, Medicine Building (February 28, 2017)
• Smile Train – Craniofacial Foundation of the Philippines Speech Camp 2018 (April 26 –
30, 2018)
SKILLS & ABILITIES

• Able to communicate and engage in group discussions
• Has good work ethics
• Has knowledge on managing data using computer software (Microsoft Word and Excel)
• Trained Basic Life Support – Standard First Aid Training (BLS – SFAT) provider

• Philippine General Hospital (June – July 2017)
• Veterans Memorial Medical Center (August – September 2017)
• Trails Center for Children – Dasmarinas, Cavite (October – November 2017)
• University of Santo Tomas – Speech and Language Pathology Laboratory (December
2017)
• Philippine Cerebral Palsy Inc. (January 2018)
• CLASP Auditory Verbal Center (February 2018)
• Talking Hands – Starkey Foundation (March 2018)
• Craniofacial Foundation of the Philippines (April 2018)
59
EVANGELINE DINA C. HUANG
11-H Riverview Mansion, T. Pinpin Street, Binondo, Manila
0927-888-39-63
evangeline.dina@gmail.com
ROLE: Researcher
Age: 22 Civil Status: Single
Place of Birth: Manila Nationality: Filipino
Date of Birth: October 20, 1995 Religion: Roman Catholic
Gender: Female Languages Spoken: Filipino, English,
Chinese
EDUCATION

Rehabilitation Sciences, University of Santo Tomas, España, Manila (2013 to Present)
Scholarship: San Martin de Porres: San Juan Macias (2014 to Present)
Secondary Education: Saint Jude Catholic School (2009-2013)
Primary Education: Saint Jude Catholic School (2003-2009)
ACTIVITIES
Scarlet-CRS, College of Rehabilitation Sciences, University of Santo Tomas,

Auditor, 2016-2017
Headed ‘Convergence’: The First General Assembly held in UST
Scarlet-CRS, College of Rehabilitation Sciences, University of Santo Tomas,
Internal Vice President, 2015-2016
60
AWARDS/ RECOGNITIONS RECEIVED
Dean’s Lister, 2013-2015
TRAININGS/SEMINARS ATTENDED
Principles of Health Research Ethics and Good Clinical Practice, College of Rehabilitation
Sciences Ethics Review Committee (April 01, 2017)
THOMASIAN PRIDE: Career Seminar Series for Fourth Year Students, Counseling and Career
Center, Medicine Building (February 28, 2017)
SKILLS & ABILITIES
• Language: Fluent in Filipino, English and Mandarin Chinese

• Computer: Experienced in using MS Office; basic skills in Adobe Photoshop
• Quick learner
• Works well under pressure
• Self-motivated
• Well-organized
• Flexible

• Philippine General Hospital (June – July 2017)
• Apolinario Mabini Rehabilitation Center (August 2017)
• University of Santo Tomas – Speech and Language Pathology Laboratory (September
2017)
• REACH Foundation/Independent Living Learning Center (October 2017)
• CLASP Auditory Verbal Center (November 2017)
• Nordhoff Craniofacial Foundation of the Philippines (December 2017)
• St Luke’s Medical Center – Bonifacio Global City (January 2018)
• Philippine Medical Center (February – March 2018)
• Stepping Stone Makati (April 2018)
61
EDWARD JOSEPH A. TAÑEDO
Taal St., Calmar Homes Subd., Lucena City
09278583639
tedwardjoseph@gmail.com
ROLE: Researcher
Place of Birth: Lucena City Nationality: Filipino
Date of Birth: April 24, 1997 Religion: Roman Catholic
Gender: Male Language Spoken: English, Filipino
EDUCATION

Present)
Secondary Education: Mary Immaculate Parochial School (2009-2013)
Primary Education: Mary Immaculate Parochial School (2003-2009)
ACTIVITIES

External Vice President, 2014-2015
College of Rehabilitation Sciences Student Council, University of Santo Tomas
Secretary, 2013-2014
Principles of Health Research Ethics and Good Clinical Practice (April 8, 2017)
Dean’s Lister, 2013-2016
Pope Leo XIII Community Development Award 2014 – University Level (Individual)
62
Pope Leo XIII Community Development Award 2014 – University Level (Group Category)
St. Dominic de Guzman Award 2014 – College Level (Group Category)
SKILLS & ABILITIES

• Able to work with computer programs such as Microsoft Word, Powerpoint, Excel
• Good communication skills
• Flexible with time
• Highly compliant with deadlines
• Good leadership skills
• Able to work well in group settings

• Apolinario Mabini Rehabilitation Center (June 2017)
• Nordhoff Craniofacial Foundation of the Philippines (July 2017)
• Philippine General Hospital (August – September 2017)
• Trails Center for Children – San Pedro, Laguna (October – November 2017)
• Abucay Rural Health Unit (December 2017)
• CLASP Auditory Verbal Center (January 2018)
• University of Santo Tomas – Speech and Language Pathology Laboratory (February
2018)
• Stepping Stone Makati (March 2018)
• National Kidney and Transplant Institute (April 2018)
63
ERIN MAE B. TRISTE
Taal Bayview Estates, Taal, Batangas
09175830731
erin.b.triste@gmail.com
ROLE: Researcher
Place of Birth: Lemery, Batangas Nationality: Filipino
Date of Birth: November 1, 1996 Religion: Roman Catholic
EDUCATION

Present)
Secondary Education: Stonyhurst Southville International School (2009 – 2013)
Primary Education: Stonyhurst Southville International School (2003 – 2009)
ACTIVITIES
Upper School Department, Stonyhurst Southville International School

3rd Year Class Representative, A.Y. 2011-2012
Class Vice President, A.Y. 2012-2013
CAS Creative Head, A.Y. 2012-2013
Headed creative activities for the 4th years for the school year.
• Principles of Health Research Ethics and Good Clinical Practice (April 8, 2017)
64
• THOMASIAN PRIDE: Career Seminar Series for Fourth Year Students, College of
Rehabilitation Sciences, BGPOP Hall, UST(February 28, 2017)
SKILLS & ABILITIES
• Computers: Experience in using MS Word, Excel, Powerpoint.

• Leadership: Led and worked in groups of volunteers during high school and college.
• Arts and Literature: Experience with Traditional Art and Digital art using SAI and
FireAlpaca, has experience acting and singing as a consistent participant in the SSIS
Theater Club.

• Stepping Stone Makati (June 2017)
• University of Santo Tomas – Speech and Language Pathology Laboratory (July 2017)
• Victor R. Potenciano Medical Center (August 2017)
• Nordhoff Craniofacial Foundation of the Philippines (September 2017)
• CLASP Auditory Verbal Center (October 2017)
• Abucay Rehabilitation Unit (November 2017)
• Philippine Cerebral Palsy Inc. (December 2017)
65
Appendix C
Letter to Primary Investigators
66
67
68
69
Appendix D
Participant Information Sheet (Filipino)
PARTICIPANT INFORMATION SHEET AND RE-CONSENT FORM

Speech-Language Pathology Department
Mga Pamagat ng Pag-aaral at Pangalan ng mga Mananaliksik:
Lexical Diversity and Density of Filipino Language Dominant Four-Year-Old Children in

ECCD-Monitored Day Care Centers in Manila
Gerona, Jonathan, CSP-PASP, Quiason Ma. Cynthia, CSP-PASP
Ang, Patricia Mae, Cabanero, Bea Therese, Gealon, Joan Louise, Miclat, Rose Mary
Personal Narratives of typically developing Filipino-dominant speaking children aged

4:0 - 4:11 enrolled in Early Childhood Care and Development (ECCD) day care centers
in Manila
Jacinto, Paul William, CSP-PASP, Maximo, Czarina, CSP-PASP,
Aldeguer, Camille Therese, Baleva, Mary Angeline, Dy, Kathleen, Guidote, Lois Abigail,
Puno, Riana, Ortega, Catherine May
Syllable Features of Filipino Language Dominant Four-Year-Old Children in ECCD-

Monitored Day Care Centers in Manila
Jacinto, Paul William, CSP-PASP
Abad, Jan Ara, Grimaldo, Ma. Czarina, Huang, Evangeline, Tanedo, Edward Joseph, Triste,
Erin Mae
Speech Intelligibility of Typically Developing Filipino Language Dominant Children

Four-Year-Old Children enrolled in ECCD-monitored Day Care Centers in Manila
Maximo, Czarina Catherine, CSP-PASP, Bondoc, Mara Jo, CSP-PASP
Mandocdoc, Josephina, Marcelino, Mary Joe Camille, Quimpo, Marco Antonio,
Samarista, Elisha, Tan, Raphaelle May, Tuquero, Jasmine Therese
70
Maligayang pagbati sa ngalan ni Sto. Tomas Aquinas!
Kami po ay mga mag-aaral na nasa ika-limang taon ng B.S. Speech-Language Pathology mula
sa College of Rehabilitation Sciences, University of Santo Tomas. Ang Participant Information
Sheet po na ito ay para sa inyo na mga magulang o tagapangalaga ng mga batang aming
iniimbitahan namuling makilahok sa aming pag-aaral. Ito ay magbibigay sa inyo ng
impormasyon kung tungkol saan at kung ano ang mga dapat ninyong asahan sa aming
pananaliksik. Pakiusap lamang po na bigyan ninyo ng sapat na oras ang pagbasa ng
participant information sheet na ito upang mas maintindihan ang mga nakasaad na
impormasyon.
Nais po sana naming hingin ang inyong permiso upang gamitin ang datos mula sa pakikilahok
ng inyong anak sa pag-aaral na pinamagatang Phonological Development Obtained Through
Spontaneous Speech Samples of Typically-Developing, Filipino Language-Dominant Children
Aged 4 Years to 4 Years and 11 Months Old, Enrolled in ECCD-Monitored Day Care Centers
in Metro Manila bilang parte ng aming bagong pananaliksik.
Layunin ng Pag-aaral:
Ang Speech-Language Pathologist (SLP) ay isang propesyonal na tumutulong sa mga taong
may problema sa pagsasalita o paglunok.
Ang pag-aaral na ito ay naglalayon na kumalap ng impormasyon ukol sa speech and language
development ng mga batang nasa edad na apat hanggang apat na taon at labing-isang
buwang gulang (4:0-4:11). Layuning matukoy sa pag-aaral na ito ang mga sumusunod:
1. Syllable Structure o ang istruktura ng pagpapantig ng mga salita
2. Lexical Diversity at Density o kung gaano kalawak ang gamit sa bokabularyo ng mga
bata
3. Personal Narratives o kung paano magkwento ayon sa personal na karanasan ang
mga bata
4. Speech Intelligibility o kung gaano naiintindihan ang pagsasalita batay sa artikulasyon o
kung paano ang pagbigkas ng mga salita
71
Ang mga makukuhang impormasyon ay magiging kapaki-pakinabang upang maintindihan natin
kung ano ang tipikal na pagdebelop ng pananalita ng mga bata. Ang pag-aaral na ito ay hindi
lamang makatutulong sa mas epektibong paraan ng pagtutukoy ng problema sa pananalita,
kundi ay makatutulong din sa pagpapabuti at pagpapaunlad ng propesyon ng mga Speech-
Language Pathologists (SLP) sa ating bansa.
Proseso:
Muli naming inaanyayahan ang inyong anak na makilahok sa aming pananaliksik. Ang mga
pangunahing mananaliksik ay kukunin ang inyong permiso upang muling magamit ang mga
audio samples na una nang nakalap mula sa inyong anak para sa bagong pagaaral.
Pagkatapos makuha ang inyong pagpayag sa muling pakikilahok, ang mga bagong
mananaliksik ay mabibigyan na ng pahintulot upang magamit ang mga audio samples. Ang
mga audio samplesna manggagaling mula sa mga pangunahing mananaliksik ay de-identified
para masigurado na ang datos ay mapapanatiling pribado at kompidensyal.
Ang mga audio samples ay i-ttranscribe ng isa sa mga miyembro ng bawat grupo. Pagkatapos
ng transkripsyon, maaari nang masuri ang datos base sa layunin ng bawat grupo.
Kapakinabangan:
Lahat ng impormasyon na makukuha mula sa prosesong ito ay ipapakita sa inyo at sa inyong
anak upang inyong mabasa. Bilang pasasalamat sa inyong paglahok sa aming pag-aaral ay
bibigyan namin kayo ng meryenda sa kada araw na dumalo kayo sa sesyon.
Mga Panganib o Abala:

Ang pag-aaral na ito ay may kaakibat na kaunting panganib o abala bilang ang mga
gagamiting datos ay dati nang nakuha sa mga kalahok ng mga mananaliksik ng Phonological
Development Obtained Through Spontaneous Speech Samples of Typically-Developing,
Filipino Language-Dominant Children Aged 4 Years to 4 Years and 11 Months Old,
Enrolled in ECCD-Monitored Day Care Centers in Metro Manila. Ngunit ang mga
interesadong magulang at kalahok ay mangangailangang magbigay ng oras upang
makipagkita sa mga pangunahing mananaliksik kung saan ipapaliwanag ang buong pag-aaral
at pipirma ng mga kailangang dokumento.
72
Responsibilidad ng mga Kalahok
Inaasahan namin kayong sumunod sa kasunduan na matatagpuan sa reconsent form.
Inaasahan rin po naming kaagad ninyong ipapaalam sa amin kung mayroon kayong mga
katanungan tungkol sa aming pag-aaral.
Kapalit ng Pagsali
Bilang pasasalamat sa paglahok muli sa pag-aaral ay makakatanggap po kayo ng snacks at
loot bag na naglalaman ng kaunting mga grocery items. Ang gastos pang-transportasyon rin
po ninyo papunta sa eskwelahan ay sasagutin ng mga mananaliksik.
Pagiging Boluntaryo ng Pagsali:

Ang inyo pong partisipasyon sa pag-aaral na ito ay boluntaryo at hindi sapilitan. Maaari po
kayong tumangging sumali kung inyong gugustuhin sa ano mang punto ng pag-aaral.
Pagiging Kompidensyal sa mga Impormasyon:

Sisiguruhin po namin na ililihim at itatabi ang lahat ng impormasyon at datos na makukuha sa
pag-aaral na ito, gaya ng personal na pagkakakilanlan, pribadong impormasyon, at mga
resulta ng mga screening at pagkuha ng speech sample. Kasama rin dito ang lahat ng mga
audio at video recordings na magmumula sa pagkuha ng speech sample. Lahat ng mga
impormasyong ito ay mananatiling nasa paghahawak ng mga mananaliksik na kabilang sa
pag-aaral na ito hanggang tatlong taon at maaari itong gamitin ng ibang mga mananaliksik sa
mga susunod pang pag-aaral na tungkol sa Speech-Language Pathology. Sakaling ang mga
resulta ng screening at pagkuha ng speech sample ay ilalathala, ang pangkabuuang resulta
mula sa lahat ng mga kalahok ang ipepresenta at hindi ang sa inyong anak lamang.
Lahat po ng mga datos ay itatabi sa isang pribadong lugar na tanging kaming mga
mananaliksik lamang ang nakakaalam. Gagamit kami ng iba’t ibang kumbinasyon ng mga
numero kapalit ng paggamit ng buong pangalan ng inyong anak habang sinusuri ang mga
resulta upang mapanatili ang kumpidensyalidad. Lahat po ng mga kinakailangang
impormasyon na makukuha sa pag-aaral, kabilang ang mga ipinakiusap ninyong impormasyon
(kung meron man), ay ihahayag kapag kinakailangan lamang.
73
Para Sa Mga Susunod na Pag-aaral:
Ang mga datos na nakalap ay maari pang magamit para sa mga susunod pang pag-aaral sa
larangan ng Speech-Language Pathology. Ito ay maaring magamit ng tatlo pang taon mula ng
ito ay makuha. Maisisigurado na ito ay mananatiling kompidensyal. Lahat ng nakalap na datos
ay buburahin makalipas ang tatlong taon.
Mga Taong Maaaring Lapitan:

Maaari niyo pong tawagan si Paul William D. Jacinto, CSP - PASP sa numerong –
0918888867 o Czarina Catherine B. Maximo sa numerong - 09175694177 kung sakaling may
mga katanungan kayo ukol sa pag-aaral o sa mga hindi inaaasahang pangyayari sa
kalagitnaan ng pag-aaral.
Kung mayroon po kayong etikal na isyu hinggil sa pag-aaral, maaari niyong tawagan si Dr.
Anna Lea Enriquez (ERC Chair) sa 4061611 local 8280, Lunes-Biyernes, 8:00 am – 5:00 pm
lamang.
For any inquiries and clarifications, you may contact Paul William D. Jacinto, CSP - PASP
(0918888867) or Czarina Catherine B. Maximo (09175694177). For ethical issues regarding
this study, you may contact Dr. Anna Lea Enriquez (ERC Chair) at 4061611 local 8280,
Mondays to Fridays, from 8:00 am – 5:00 pm.
Maraming salamat po sa paglaan ninyo ng inyong oras upang mabasa at intindihin ang buong
proseso ng aming pag-aaral!
74
Ako si __________________________________________________, ang magulang/tagapag-
alaga ni ________________________________________________, _____ taon at _____
buwang gulang. Nabasa at naintindihan ko lahat ng impormasyong nakasaad sa itaas, at
nabigyan din ako ng oportunidad upang maglinaw at magtanong ukol sa mga impormasyon
hinggil sa aking pagsali sa pag-aaral na ito. Direkta na akong nakipag-usap sa mga
mananaliksik na lugod na sinagot lahat ng aking mga katanungan. Nakatanggap ako ng kopya
ng Participant Information Sheet at Re-consent Form. Dahil dito:
_________________________________________ ___________
Lagda ng magulang/tagaalaga sa itaas ng pangalan Petsa
Ito ay pumapatunay na ang mga magiging proseso ay napaliwanag ng mga mananaliksik:
_________________________________________ ___________
Lagda ng saksi/witnesssa itaas ng pangalan Petsa
_________________________________________ ___________
Lagda ng mananaliksik sa itaas ng pangalan Petsa
_________________________________________ __________
Lagda ng pangunahing imbestigador sa itaas ng pangalan Petsa
75
Appendix E
Participant Information Sheet and Re-consent Form (English)
PARTICIPANT INFORMATION SHEET AND RE-CONSENT FORM

Speech-Language Pathology Department
Research Titles and Authors:
Lexical Diversity and Density of Filipino Language Dominant Four-Year-Old Children in

ECCD-Monitored Day Care Centers in Manila
Gerona, Jonathan, CSP-PASP, Quiason Ma. Cynthia, CSP-PASP
Ang, Patricia Mae, Cabanero, Bea Therese, Gealon, Joan Louise, Miclat, Rose Mary
Personal Narratives of typically developing Filipino-dominant speaking children aged

4:0 - 4:11 enrolled in Early Childhood Care and Development (ECCD) day care centers
in Manila
Jacinto, Paul William, CSP-PASP, Maximo, Czarina, CSP-PASP,
Aldeguer, Camille Therese, Baleva, Mary Angeline, Dy, Kathleen, Guidote, Lois Abigail,
Puno, Riana, Ortega, Catherine May
Syllable Features of Filipino Language Dominant Four-Year-Old Children in ECCD-

Monitored Day Care Centers in Manila
Jacinto, Paul William, CSP-PASP
Abad, Jan Ara, Grimaldo, Ma. Czarina, Huang, Evangeline, Tanedo, Edward Joseph, Triste,
Erin Mae
Speech Intelligibility of Typically Developing Filipino Language Dominant Children

Four-Year-Old Children enrolled in ECCD-monitored Day Care Centers in Manila
Maximo, Czarina Catherine, CSP-PASP, Bondoc, Mara Jo, CSP-PASP
Mandocdoc, Josephina, Marcelino, Mary Joe Camille, Quimpo, Marco Antonio,
Samarista, Elisha, Tan, Raphaelle May, Tuquero, Jasmine Therese
76
Greetings in the name of St. Thomas Aquinas!
We are 5th year Speech-Language Pathology students from the College of Rehabilitation
Sciences, at University of Santo Tomas. This Participant Information Sheet is for the parents or
caregivers of the children who are prospect participants of this study. This will give you an idea
on what our study is for, and what you should be expecting from out of the study. May we ask
you to provide enough time to read through this participant information sheet, in order for you
to understand the stated information.
Because we learned that your child is within the age of 4 years to 4 years and 11 months, who
is studying in an ECCD-monitored day care center, we wish to ask for your permission to use
your child as a participant in our study research.
Objectives of the Study:

A speech-language pathologists (SLP) is a professional who helps people with communication
and swallowing problems.
This study aims to gather information about the speech and language development of children
aged 4 years old to 4 years and 11 months old (4:0-4:11) according to the following:
1. Syllable Structure or the structure of syllables of words
2. Lexical Diversity and Density or the diversity of the child’s vocabulary
3. Personal Narratives or how children generate stories according to personal experiences
4. Speech Intelligibility or how understandable a child’s speech is based on articulation or
how words are articulated.
All the information that will be gathered will be of benefit to help understand the typical
development of the child’s speech and language. This study will not just be beneficial to help
us identify speech and language problems but will also help in the development of the
profession of Speech-Language Pathologists (SLP) in the country.
Procedure:
We are inviting your child to be one of the 100 children to once again take part in a secondary
study. The primary investigatory of the study will obtain a re-consent from the parents of the
77
participants to allow them to use the collected audio samples of their children from the previous
study. After allowing for a re consent, the researchers will obtain the audio samples from the
primary investigators of the previous study. The obtained audio samples from the previous
study will be de-identified to keep the data secure and confidentiality assurance of the
participants.
The audio samples will then be transcribed by members of each groups. After transcription, the
groups will analyze the data based on their respective objectives and protocol.
Benefits
Your participation in this study will help establish normative data beneficial to the practice of
speech-language pathology. All information that will be gathered for this study will be
presented to you and your child upon completion.
Risks
This is a low-risk study that only involves analyzing the audio samples previously obtained from
the participants. However, the parents and the participants will have to allot time to meet with
the primary researchers to have the study explained thoroughly and for the parents to sign the
required documents.
Responsibilities of the Participants

You are expected to comply with the agreement found in the reconsent form. It is also your
responsibility to notify the researchers for any of your concerns regarding the study.
Compensation
As part of your participation in the research, you will be receiving snacks and grocery items
courtesy of the researchers. Transportation fees will also be paid for by the researchers.
Voluntariness
Your participation in this study is voluntary and without coercion. You may refuse to participate
at any point of the study.
78
Confidentiality
We will make sure that all the data gathered from this study, such as personal information,
private details, and results of the screening and speech sample analysis, will be safeguarded
and kept in secured place. Also included here are the audio and video recordings. All of these
information will be within the safekeeping of the researchers for a maximum of 3 years and will
be available for the use of future researches in relation to Speech-Language Pathology. In the
case that the study will be published, the overall results consisting of all the participants will be
presented, and not your child’s alone.
All of the data will be kept in a safe place, and only the researchers will have access to these
files. Alphabetical and numerical codes will be used to represent your child’s name so as to
secure his identity upon analysis of results. All of the gathered information will be presented as
necessary.
Further Studies:
The data collected may be used for future studies in the field of Speech-Language Pathology.
It may be used for three years from the time the date was collected. Privacy and confidentiality
will be ensured. All gathered data will be disposed after three years.
Contact Persons
For any inquiries and clarifications, you may contact Paul William D. Jacinto, CSP - PASP
(0918888867) or Czarina Catherine B. Maximo (09175694177). For ethical issues regarding
this study, you may contact Dr. Anna Lea Enriquez (ERC Chair) at 4061611 local 8280,
Mondays to Fridays, from 8:00 am – 5:00 pm.
Thank you very much for setting aside time to read and understand the whole process of our
study!
79
I am __________________________________________________, parent/guardian of
________________________________________________, _____ years _____ months old. I
have read and understood all information stated above. I have also been given the opportunity
to clarify and ask questions about the information related to my participation in this study. I
have directly talked with the researchers who have satisfactorily answered all my questions
and concerns. I have also received a copy of the Participant Information Sheet and Re-consent
Form.
__________________________________ ________________
Signature Over Printed Name of Parent/Guardian Date
This is proof that the research has been adequately explained by the researchers:
________________________________ ________________
Signature Over Printed Name of Witness Date
_________________________________ ________________
Signature Over Printed Name of Researcher Date
_________________________________ ________________
Signature Over Printed Name of Primary Investigator Date
80
Appendix F
Return Letter from the Primary Researchers
81
Appendix G
Schematic Diagram of Re-consent Process
Figure 15. Schematic Diagram of Re-consent Process
82
Appendix H
Subject-Matter Experts’ Curriculum Vitae
RICARDO MA. D. NOLASCO, PH.D
SUMMARY
Dr. Ricardo Ma. Duran Nolasco is a Filipino linguist known for his works on Philippine
linguistics and for his advocacy on mother tongue-based multilingual education in the
Philippines. He has over 10 years of experience in providing capacity building and support to
NGOs, universities, and the Department of Education on mother tongue education, including
serving as resource person to DepED regions and divisions in Luzon, Visayas and Mindanao.
He is a frequent resource person to teacher education institutions and Colleges of Education in
both state and private colleges and universities. Dr. Nolasco has been published in linguistics
and education academic journals, and has done numerous presentations in the Philippines,
Asia and the United States on issues of orthography, literacy and learning in various Philippine
languages. He continues to establish a network of mother tongue education practitioners,
advocates and language experts in the Philippines.
EXPERIENCE:
Associate Professor, University of the Philippines-Diliman, Department of Linguistics,
January 2004 - Present
• Teaches undergraduate and graduate courses on Philippine linguistics and applied
linguistics.
Acting Chair, Komisyon sa Wikang Filipino, Government of the Philippines, 2006-2008.

• Led in the direction setting and management of this constitutionally mandated national
government entity, which serves as the official regulating body of the Filipino language and
is tasked with developing, preserving and promoting the various Philippine languages.
Vice Chancellor for Academic Affairs, University of the Philippines-Mindanao, 2001-

2004.
• Led in policy setting and management of academic programs in UP Mindanao.
Executive Director, Center for Labor Studies, 1985-1990.
• Oversaw project development and program management for this non-profit research and
advocacy institute focused on Philippine labor issues.
EDUCATION:
Ph.D Philippine Linguistics University of the Philippines-Diliman, 2003.
MA Linguistics University of the Philippines-Diliman, 1994.
BA Linguistics University of the Philippines-Diliman, 1990.
OTHER RELEVANT TRAINING AND SKILLS (SELECTED LISTING):
83
• Lecturer. Katha 2014: A Six-Track Parallel Training-Workshop on the Early Years, K-
12 and Community-Based Curriculum under an MTB-MLE Framework in Selected
Schools in Valenzuela City. September to October 2014 in Marulas, Valenzuela City.
• Lecturer. Paglinang 2014: A Series of Training-Workshops on the K-12 Curriculum,
Early Years Act and the Kindergarten Education Act under the Mother Tongue-Based
Multilingual Education (MTB-MLE) Framework. May 6-10, 2014, May 26-30, 2014.
Communication Foundation for Asia, Manila.
• Resource Speaker. Philippine Legislator’s Committee on Population and
Development’s Issue Orientation and Advocacy and Skills Training, June 26-28, 2012,
Hotel Kimberley, Tagaytay City,
• Convenor and Speaker, The 2012 Training Workshop on Bridging Between Languages
held on May 14-26, 2012 at the St. Louis University, Baguio City, Philippines.
• Resource Speaker. Orientation and Advocacy on Mother Tongue-Based Multilingual
Education, held on March 8, 2012 at Taguig City.
• Resource Speaker. Two-Day Re-orientation and Workshop on Mother Tongue-Based
Multilingual Education (MTBMLE), held on February 28-29, Conference Room, DepEd-
National Capital Region, Quezon City.
• Convenor and Speaker. The Second Philippine Conference Workshop on Mother
Tongue-Based Multilingual Education, held on February 16-18, 2012 at the Punta Villa
Resort, Sto. Nino Sur, Arevalo, Iloilo City.
• Speaker. Seminar-Worksyap sa Pagtuturo ng Wika, held on February 12, 2012 at the
Gonzaga Building, St. Louis University, Baguio City, Philippines.
• Speaker. 2nd Batong Ticao/Ticao Stone Regional Conference, held on February 10,
2012 at the Arrupe Convention Hall, Ateneo de Naga University, Naga City.
• Trainer, Mother Tongue-Based Multilingual Education Training of Trainers (Phases 1, 2
and 3) conducted by the Department of Education in Tagaytay City (September 2010),
Iloilo City (November 2010) and Zamboanga City (January 2011).
• Speaker. Seminar-Workshop on Mother Tongue-Based Multilingual Education for
House of Representatives Legislative Staff, held on November 8-10, 2011 at the
Tagaytay Haven Hotel, Tagaytay City, Philippines.
• Speaker. 3rd Deaf Education Weekend Seminar entitled Breaking the Silence:
Understanding Deaf Culture and Filipino Sign Language, held on October 1, 2011 at
the Benitez Theatre, UP College of Education, Diliman, Quezon City.
• Resource Speaker. Regional Seminar Workshop on the Content and Pedagogy of the
Mother Tongue (Hiligaynon) for Faculty of Pre-service Teacher Education Institutions,
held on September 23, 2011 at the WVSU CTE, Andres Bonifacio Hall, La Paz, Iloilo
City.
• Convenor/Lecturer. A Summer Training on Mother Tongue-Based Multilingual
Education held on April 4-15, 2011 at the Commission on Higher Education Auditorium,
Diliman, Quezon City, Philippines
• Speaker/Trainer. MTBMLE Training for Supervisors, Principals and Teachers of the
Pilot Schools in the National Capital Region, held on August 8, 2010 at the Department
of Education-National Capital Region, Bago Bantay, Quezon City.
• Resource Speaker. NCR-Public Schools District Supervisor Quarterly Professional
Meeting, held on July 9, 2010 at Canumay National High School,Valenzuela City.
84
• Conference Director and Speaker. 1st Philippine Conference-Workshop on Mother
Tongue Based Multilingual Education, February 18-20, 2010, Capitol University,
Cagayan de Oro City.
RESEARCH AND PUBLICATIONS (SELECTED LISTING):
• “A nation of fifth graders no longer”. Manuscript. August 26, 2014.

• “A language war in the time of DAP.” (with Resty M. Cena and Isabel Pefianco Martin).
Philippine Daily Inquirer, August 18, 2014
• “Language: Math without numbers, systems building without Lego pieces.” (with Resty
M. Cena and Isabel Pefianco Martin). Philippine Daily Inquirer, August 19, 2014.
• “Language in education row: a bibingka solution.” (with Resty M. Cena and Isabel
Pefianco Martin.) Philippine Daily Inquirer, August 20, 2014.
• A Phonetic Analysis of Speech Data from Four (4) Non-Tagalog Languages: Reports
No. 1, 2, 3, 4 and 5. (2013). UP System Grant.
• “A working orthography and pronunciation guide for the MTB-MLE classroom in
Kabikulan”. Manuscript. Legaspi City. April 1, 2013
• Balangkasan sa Filipino: Isang Panimulang Pag-aaral. Quezon City: University of the
Philippines Press (2012)
• Starting where the children are: a collection of essays on mother tongue-based
multilingual education and language issues in the Philippines. Quezon City: 170+
Talaytayan MLE Inc. (2012)
• Filipino databases and their applications to educational institutions. Philippine
Educational Research Journal (2012)
• “Starting from where the teachers are.” Philippine Daily Inquirer, July 14, 2012.
• “K-12: more than just decongesting the curriculum.” Philippine Daily Inquirer, June 9,
2012.
• “MTBMLE: far beyond the Aquino administration.” Philippine Daily Inquirer, May 19,
2012.
• 21 Reasons why Filipino children learn better while using their mother tongue. Quezon
City: Guro Formation Forum (2009)
• “The Prospects of Multilingual Education and Literacy in the Philippines.” In Allan B.I.
Bernardo, ed. The Paradox of Philippine Education and Education Reform: Social
Science Perspectives.
• “Invigorating basic education.” With Arnold Molina Azurin. Philippine Daily Inquirer,
December 6, 2008.
LANGUAGE CAPABILITIES:
English and Filipino – fluent
Spanish and French - basic mastery
REFERENCES:
1. Hon. Magtanggol Gunigundo I

Congressman, House of Representatives, Republic of the Philippines
Email: magi_121@yahoo.com; Phone: (632) 931-5001 local 7391, 9315744
2. Diane Dekker
85
Senior Literacy & Education Consultant, SIL International
Email: diane_dekker@sil.org; Phone: +632 7226186
3. Butch Hernandez
Executive Director, Eggie Apostol Foundation, Pasig City
E-mail: butch_hernandez@gmail.com; Phone: (632) 631-4970
86
MAE CATHERINE SOLAS SADICON
EXPERIENCE
1996 – present
SPEECH CLINIC Quezon Avenue, Q.C.
Speech-Language Pathologist
n Provides speech and language assessment to children and adolesecents with Autism (and other
Pervasive Developmental Disorders), Down Syndrome, learning disability, etc
nGives speech and language intervention to children and adolescents with the aforementioned
medical problems; provides differential diagnosis on specific language problems
n Provides and demonstrates home language program as needed and requested
n Supervises and does consultations with other speech pathologists regarding cases they are
presently handling
2001 – present
St. Luke’s Hospital Neurodevelopmental Center Q.C.
HEAD – Speech Pathology Section
n Gives speech and language intervention to children and adolesecents with Autism (and other
Pervasive Developmental Disorders), Down Syndrome, Learning disability, etc
n Conducts language assessment to children and adolescents with the aforementioned medical
problems; provides differential diagnosis on specific language problems
n Provides and demonstrates home language program as needed and requested
n Oversees selected administrative concerns and duties
January 2009 – Present

CHAIRPERSON, Technical Committee for Speech Language Pathology Education
Commission on Higher Education (CHED)

Member, Technical Panel for Health Professions
n Provides expertise to CHED in conceptualizing and developing plans, policies, standards, guidelines
concerning the Speech – Language Pathology (SLP) education
n Provides expertise in evaluating compliance of higher education insititutions offering SLP program
n Performs other education – related tasks as mandated by CHED
87
Member, Regional Quality Assurance Team
Commission on Higher Education (CHED)
n Provides expertise in evaluating compliance of higher education insititutions (HEIs) offering SLP
program or those about to offer the said program
n Monitors compliance of higher education insititutions (HEIs) offering SLP program
1999 – 2003
UP College of Allied Medical Profession Manila
2008 – Present
Special Lecturer
n Teaches Language and Learning in Children (Course Subject: SP 120) to third year SP students
n Gives special lectures in other SP classes as requested by the college
n Supervises selected third year students in doing evaluation procedures as a requirement in their
course subjects (e.g. Diagnostics) as requested by the college
n Occasionally acts as an external reviewer to thesis proposals and researches as requested by the
college
2005 – 2007
WE-SPEAK Center Ortigas
n Conducted language assessment to children and adolescents with medical problems as mentioned
above; provided differential diagnosis on specific language problems
n Provided and demonstrated home language program as needed and requested
1993–1995
Philippine Children’s Medical Center Quezon Avenue, Q.C.
n Gave speech and language assessment to children and adolescents with the aforementioned
problems
n Provided language therapy to children with the aforementioned medical problems
LECTURES AND SEMINARS GIVEN

§ Augmentative Alternative Communication in the Philippines, for the National Conference on Autism
October 2003
88
§ What is Verbal Apraxia?, for the Philippine Association of Speech Pathologist, November 2003
§ The Language Of Autism, for Autism Society of the Philippines, January 2004, April 2005, April 2006
§ Understanding and Unlocking the Words, for Behavioral Managament of Autistic Children, Inc.,
March 2004
§ Understanding and Unlocking the Words, for Bridges School, April 2004
n Language Defined and Deconstructed, for Wordlab School Inc., May 2004
n Language Evaluation and Therapy, for Philippine Children’s Medical Center CNS-NDS, July 2004
n Helping the Child with Language and Learning Problems, Postgraduate Course offered by St. Luke’s
Medical Center Neurodevelopmental Center, June and August 2004
n Augmentative, Alternative Communication, for doctors at MCAU-PGH
n Doing Things Differently (Not Doing Things Harder), 2005
n Language, Speech and Communication – Detection and Management – Zamboanga, July 2005
n Language, Speech and Communication – Detection and Management – Nueva Ecija, October 2005
n Strengthening the Home Front
Autism Society of the Philippines (Metro Manila), March 2007
n Strengthening the Home Front (short talk)
Espesyal Pinoy, Singapore, June 2008
n 18th Postgraduate Course, Pediatric Watch: Current Trends and Future Directions St Luke’s Medical
Center, October 2008
n The Language of Autism Autism Society of the Philippines, Iloilo Chapter November 2008
n The Language Of Autism Autism Society of the Philippines, Cebu Chapter November 2008
n The Language Of Autism Autism Society of the Philippines, Metro Manila Chapter April 2009
n The Toddler with Specific Language Delay PSDBP, August 2009
n Communication in the School Setting (Merging Goals and Procedures) August 2009
n Communication in the School Setting (Merging Goals and Procedures) Cebu, August 2009
n Lay Forum on ADHD St. Luke’s Medical Center, December 2009
n Lay Forum on ADHD St. Luke’s Medical Center, December 2009
n Communication in the School Setting (Merging Goals and Procedures) Center For Autism and
Related Disorder (CARD), January 2010
n The Language of Learning Reading Works, March 2010
n Language Across the Spectrum Autism Society of the Philippines, Metro Manila Chapter August
2010
89
n Normal Language Development – A Journey without the Pitfalls Philippine Children’s Medical Center,
September 2010
n Language and Autism – A Spectrum of Possibilities and Choices Autism Society of the Philippines
Cebu Chapter Regional Conference, October 2010
n Filling the Gaps St. Luke’s Medical Center, November 2010
n The Language of Aggression Center For Autism and Related Disorder (CARD), November 2010
n Davao Autism Conference Davao, January 2012
n AAC Workshop Bridges School Foundation, May 2012
n Functional Communication: Responding to the Filipinno Child’s True Needs Pan Pacific Conference
University of Santo Tomas, November 2012
n Functional Communication: Responding to the Filipinno Child’s True Needs Workshop Helping Hands
Pediatric and Adult Therapy Center Batangas, December 2012
n Social Communication Training Gesu Child Development Center Pampanga, June 2013
n Career Seminar Series for Graduating Students UST College of Rehabilitative Sciences Manila,
January 2014
n PARSS 1ST National Conference UST College of Rehabilitative Sciences Manila, February 2014
n Good Autism Practice 3 National Conference Center for Autism and Related Disorders (CARD)
Mandaluyong, June 2014
n SLP General Assembly UST – CRS Speech Language Pathology Society Manila, August 2014
n It’s All In The Mind St. Luke’s Medical Center Scientific Conference Manila, October 2014
n CHED National Conference OBE-BASED Curriculum Manila, November 2014
n PASP Convention Beyond Borders Taguig, July 2016
n TheraCon Mandaluyong, November 2016
n Siblings Camp Alabang, February 2017
n AAC Every One Can Communicate Philippine General Hospital, March 2017
n Beyond Words Philippine Children’s Medical Center, August 2017
n From Writing to Handling: Bridging Theory to Practice Cebu Doctor’s University, August 2017
90
DEGREE 1988 – 1992
UP – CAMP Manila
n Bachelor of Science in Speech Pathology
RESEARCHES/PROJECTS
n Algorithm on Autism Diagnosis and Intervention (Language and
Communication), Neurodevelopmental Section St. Luke’s Medical
Center, 2007
n Policies, Standards and Guidelines for the Speech Pathology Education
CHED 2008 – 2009
n National Orientation for the Policies, Standards and Guidelines for the
Speech Pathology Education
CHED November 2011
n Annual CHED Health Fair
CHED 2009 - 2013
AWARDS/CITATION
n Outstanding Alumni
UP-CAMP Big 50 Celebration
December 2012
REFERENCES
n Dr. Lourdes Ledesma
Neuropsychologist
Ledesma Clinic
n Dr. Marilyn Ortiz
Pediatric Neurologist/Neurodevelopmentalist
St. Luke’s Medical Center – NDC
n Dr. Alexis Reyes
Developmental Pediatrician
UP College of Medicine
EAST OF GALLERIA CONDOMINIUM

TOPAZ ROAD, BARANGAY SAN ANTONIO
• ORTIGAS CENTER, PASIG•
PHONE 2575608 (CLINIC NUMBER)
91
BARBARA F. MUNAR, MRS-SP
Core Skills Therapy Center, Co.
Rm. 302 EU State Tower 30 Quezon Ave., 1113 Quezon City, Philippines
E-mail address: bfmunar@gmail.com
EDUCATION
January 2015 - Present Doctor of Philosophy in Education (Major in Reading Education)

University of the Philippines-Diliman
Quezon City, Philippines
April 2010 Master of Rehabilitation Science – Speech Pathology

University of the Philippines-Manila
Manila, Philippines
April 1996 Bachelor of Science in Speech

Pathology University of the
Philippines-Manila Manila,
Philippines
WORK EXPERIENCE
May 1998 to present Managing Partner and Senior speech – language pathologist
Core Skills Therapy Center,
Co. Quezon City, Philippines
AY 2009 - present Clinical Supervisor of Speech Pathology Student

Clinicians of UP-Manila, College of Allied Medical Professions
Core Skills Therapy Center,
Co. Quezon City, Philippines
AY 2005 to 2016 Special Lecturer, College of Allied Medical Professions

University of the Philippines – Manila
BS Speech Pathology program
AY 2011 to 2016 Special Lecturer, College of Allied Medical Professions

University of the Philippines – Manila
Master of Rehabilitation Science – Speech Pathology program
June 1996 – April 2001 Consultant speech – language

pathologist Speech Clinic, MR
Specialists Clinic Quezon City,
Philippines
92
June 1996 – March 1998 Consultant speech – language
pathologist Speech Development and
Learning Center, Inc. Quezon City,
Philippines
1997 - 2000 Speech – language pathologist

For home based clients
93
CERTIFICATIONS AND OTHER RELATED TRAININGS
27 August 2016 Gilligan’s Listening Method: A Tool for Research as Applied to

Early Childhood
Education
Organized by the UP College of Education Reading Education Area and
the Philippine
Dyslexia Foundation
Speaker: Efleda Tolentino, Ph.D
Wordlab School, Inc. Quezon City, Philippines
23 August 2016 Equity Literacy: A Vehicle for Social Justice

in Teaching The UP College of Education Reading
Education Area Speaker: Efleda Tolention, Ph.D.
UP Diliman College of Education, Quezon City, Philippines
13 August Augmentative and Alternative Communication (AAC) Certification

2014 – Course
26 June 2015 Joint Project of College of Allied Medical Professions, UP – Manila
and TINIG-AAC Project, College of Allied Medical Professions, UP
– Manila
94
29-31 October 2010 Bridging PROMPT™ Technique to Intervention workshop
(Bridging Level)
Organized by The PROMPT Institute
The Picasso, Makati City, Philippines
29 – 31 October 2009 Introduction to PROMPT™ Technique workshop

Organized by The PROMPT Institute
Astoria Plaza, Pasig City, Philippines
RESEARCH INTEREST
• Language acquisition
• Narrative language
• Language and learning disorders
• Literacy development
• Early childhood education
• Home – school partnership programs
• Parent implemented intervention
• Student engagement
RESEARCH CONTRIBUTIONS
May 2015 Language Disordered Children’s Reading of a Wordless

Picture Book
Research Requirement for EDR 326: Seminar in Children’s
Literature Across Cultures
University of the Philippines – Diliman
November 2014 The Fictional Narrative Skills of 5-6-Year-Old Typically

Developing Filipino Children in MM
Paper Presentation at the 12th Philippine Linguistics
Convention
University of the Philippines – Diliman
April 2010 A Multiple Case Study on the Narrative Skills of 5-6 Year
Old Typically
Developing Filipino Children Residing in Metro Manila
Masteral Thesis
College of Allied Medical Professions, University of the
Philippines-Manila
July 2008 The Core Competencies Expected of Speech

Pathologists Practicing in the Philippines: A
Validation Study (Marzan, J.; Cuadro, C.K.; Munar,
B.) Research done for Commission on Higher
Education, Technical Committee for Speech
Pathology Education
April 1996 A Description of the Current Clinical Practice of Speech

Pathologists in
95
Metro Manila: Referral Sources & Caseloads
Undergraduate Thesis
College of Allied Medical Professions, University of the
Philippines-Manila
SPEAKING ENGAGEMENTS
May 2017 SLP – Teacher Collaboration: Promoting Participation

in the Classroom for Children with Communication Disorders
The Raya School
November 2016 Augmentative and Alternative Communication (AAC) as a

Means to Promote
Participation
Theracon 2016
Joint project of UP-CAMPAA and Unilab Foundation
October 2016 Augmentative and Alternative Communication (AAC) and
the Classroom Teacher
Autism Society of the Philippines
August 2016 Augmentative and Alternative Communication (AAC) and

the Classroom Teacher
Autism Society of the Philippines
July 2016 Responsive AAC Intervention Programs: A Roadmap to

AAC Practice in the Philippines
Beyond Borders: Global Trends,
Local Relevance Philippine
Association of Speech
Pathologists Taguig City,
Philippines
ACADEMIC SERVICE AND COMMUNITY ENGAGEMENT
July 2017 Volunteer, Therafree by UP-CAMPAA and Unilab

Foundation
Core Skills Therapy Center
March 2017 Volunteer, Therafree by Down Syndrome

Association of the Philippines and Unilab Foundation
Mandaluyong City, Philippines
AY 2016 - 2017 Subject matter expert, Focus group discussion for the
research on Phonological Development of Filipino Children
ages 4:0 – 6:11 conducted by the BSSLP students of the
96
AY 2016 and 2017 Clinical Supervisor, Externship of BSSLP students from
Cebu Doctors University
2016 Participant, Focus group discussion on Identifying the

Components of the AAC Special Interest Group under
Philippine Association of Speech Pathologists by TINIG-AAC
Project
2016 Guest lecturer for Sem 2: SLP Seminars of the University

of Santo Tomas
Topic: Behavioral Feedings Disorders: Assessment and
Management Strategies
2016 Panelist, Undergraduate thesis oral defense of

BS Speech Pathology Students, University of the
Philippines – Manila
2015 and 2016 External reader and panelist, Relova (2016) The
Language Characteristics and Learning Strategies of Allied
Medical Students. Master’s Thesis for MHPED. NTTC- HP,
University of the Philippines - Manila
2013 Translator for Conversation Therapy App by Tactus

Therapy Solutions Ltd.
2010 Panelist, Focus group discussion on “Perceptions

of Speech Pathology Professionals and Students of
their Roles in Community Development” Organized by
graduating students of the BSSP Program of the
University of the Philippines-Manila
2009 and 2010 Participant, National Public Consultations of the Proposed

Policies and Standards for
Speech Pathology Program organized by the Commission on
Higher Education
2008 Participant, Workshop on Course Specifications for BS

Speech Pathology
Curriculum organized by the Commission on Higher Education
ORGANIZATIONAL AFFILIATIONS
Philippine Association of Speech Pathologists

Member, 1996 – Present
Head, Electoral Board, 2014 - Present
Secretary, September 2001 - 2004
97
Chairperson, Membership Committee, January 2003 – 2004
International Literacy Association

Member, 2016 – Present
Reading Association of the Philippines

Member, 2007 - Present
98
Appendix I
The International Phonetic Alphabet
99
Appendix J
Orthographic Transcription Protocol
General Procedure
Step 1. All 100 narrative language samples will be divided among all members of each
group (21 members). Sixteen members will be given 5 samples each and five members
will be given 4 samples each. Distribution of the samples will be determined through
fishbowl method to ensure randomization.
Step 2. The samples will be transcribed as perceived using the Filipino Alphabet.
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj
Kk Ll Mm Nn Ññ Ngng Oo Pp Qq Rr
Ss Tt Uu Vv Ww Xx Yy Zz
Transcription of the sample will be in table form. The table will have four columns with
the first one for the time stamp, the second for the adult utterance, the third for the
utterance numbers, and the fourth for the child’s utterance.
Step 2. The utterance of the adult will first be entered on the “adult’s utterance” column.
The child’s utterances will be put in the “child’s utterance” column. The utterance of each
child will be indicated in the utterance number. Time stamp will be entered every three
minutes for tracking purposes.
100
Step 3. The child’s utterances will be segmented per c-unit. Each cell will only have 1 c-
unit and the following c-unit will be put in the next cell below.
Conventions for Transcription

Symbol Description Example
End of utterance
. Statement, comment Ang ganda ko.
punctuation
Surprise,
! Wow!
exclamation
? Question Bakit?
Abandoned
… Yung pusa ay…
utterance
X (time stamp) Bumili siya ng X
Unintelligible Unintelligible
[perceived (00:02:34) [tipis]
Utterances words/segments
unintelligible word] ngayon
XXX (time stamp)
Unintelligible XXX (00:10:13)
[perceived
utterances [mesiposte]
unintelligible word]
Spelling Convention
CODE CONTEXT EXAMPLE
Ah! Showing surprise “Ah! May ipis!”
Ahh Affirming “Ahh, oo nga noh!”
Eh Additional word “Ikaw kasi eh.”
Ehh Complaining “Ehh, ayaw ko nga!”
Er Thinking “Bumili ako ng er…tubig”
Uhm For filled pauses “Bumili ako ng uhm… tubig”
Hm! Showing disapproval “Hm! Di naman yan yung gusto kong
toy”
Hmm Thinking “Hmm…baka yung bata”
Uh-huh Affirming “uh-huh, yan nga yung gusto ko”
Mhm Affirming “mhm.. yun pala yun”
Uh-uh Negating “Uh-uh, ayoko niyan”
Instructions for C-units segmentation
Researcher’s Notes (Munar)

The rules were taken from Hughes and colleagues (1997). Additional rule was added in
consideration of the Filipino language grammar.
There are rules to be followed in identifying a communication unit, these are:

1. Each main clause (independent grammatical predication) or ( subject +predicate) is a
CU
Example:
Ang pusa ay tumalon. (The cat jumped.)
101
Tumalon ang pusa. (jumped the cat.)
The cat is lost. (Nawala ang pusa.)
Some Filipino sentences however may not have an explicit subject (Ramos & Cena,
1990 as cited in “Makinig at Bumasa Tagalog Lessons”, n.d.). These will still be
counted as C-units.
Example:
Umuulan na. (It is raining now.)
Nahulog. (It fell.)
2. Each answer to a question, provided that the answer lacks only the repetition of the
question elements, is a CU.
Example:
“Umuwi.” in answer to “Tapos ano ginawa mo?”
“Doon sa bahay.” in answer to “San nagpunta?”
“Apple.” in answer to “What did you eat?”
3. Each elliptical “yes” or “no” is one CU, even though it does not contain an
independent clause.
Example:
“Opo.” in answer to “Nagkasakit ka na ba?”
“No.” in answer to “Are you hungry?”
4. Each utterance that is not a main clause but is preceded and followed by terminal
silence is a CU.
Example:
[5 seconds silence] sa ilalim ng bed [7 seconds silence] (...under the bed…) [6
seconds silence] at the bus stop [8 seconds silence]
These are the rules for segmenting and counting CUs when direct quotes appear:
1. Each main clause along with any subordinating clause in the quote is attached to the
introductory words as one CU.
Example:
Tapos sabi ni mom, “teka lang!”
At sabi niya, “Pagkatapos kumain, pupunta tayo sa tindahan.”
He said, “After eating, we will go to the store.”
2. If the quote contains additional main clauses, each becomes a new CU.
Example:
Sabi niya, “Pagkatapos kumain, pupunta tayo sa tindahan./ Bibili tayo ng laruan.” (2
CUs)
She said, “After eating, we will go to the store./ We will buy a toy.” (2 CUs)
There were other rules which were not presented explicitly by Loban56, these are:
1. If a title is given for a narrative and it does not comprise a clause, it is not counted as
a CU. If the title is considered a clause (i.e. has a subject and a verb), then it is
counted as a CU. The same rules apply to endings given to a narrative.
Example:
Ang Pusa (not a CU)
Nawala ang pusa (a CU)
The Adventure (not a CU)
The Boy Had an Adventure (a CU)
102
2. If an utterance is disrupted, even if it contains an independent clause, it is not
counted as a CU. Moreover, it should be placed in parentheses to indicate a verbal
disruption.
Example:
Kinalmot siya ng pusa (Ano tawag dun? – not a CU, comment directed towards
listener)
3. If a CU is a repeated verbatim, it could be counted as a separate one.

Example:
Tumalon ng mataas ang palaka. (1 CU) Tumalon ng mataas ang palaka. (1 CU)
Tapos nawala ang palaka.
103
Appendix K
Syllable Structure Analysis Protocol
This document contains how the researcher will segment, transcribe, and analyze the
obtained speech samples. It also contains the transcription convention that the
researchers agreed upon.
Researchers will exclude adult utterances and will only transcribe the child utterances.
1. Researchers will listen to the audio files and transcribe the samples
orthographically. Researchers will transcribe the samples according to the
transcription convention below (See Table 1).
CONSONANTS VOWELS DIPHTHONGS
/b/ b /l/ l /v/ v /ʃ/ 1 /a/ a /aɪ/ ay
/k/ k /m/ m /w/ w /tʃ/ 2 /ɛ/ e /e/ ey
/d/ d /n/ n /j/ y /ŋ/ 3 /ɪ/ i /oɪ/ oy
/f/ f /p/ p /z/ z /θ/ 4 /ɔ/ o /aʊ/ aw
/ɡ/ g /r/ r /ʔ/ q /ɲ/ 5 /u/ u /oʊ/ ow
/h/ h /s/ s /ɪw/ iw
/dʒ/ j /t/ t /uj/ uy
Other symbol: syllable boundary .
Table1. Transcription Convention
2. The sample will be segmented into utterances then into words. After which, each
word will then be segmented into syllables using Binagong Gabay sa Ortograpiya
ng Wikang Filipino by Almario (2013). The transcribed and segmented utterances
will be encoded in Excel 2017containing formulae for the analysis of each
syllable feature as seen in the tables below.
104
*SS = Syllable Structure
3. Syllable structures will then be identified and tabulated, including their frequency
and percentage of occurrences.
4. The words will be separated into content and function words, and into native and
loan words. Steps 2 and 3 will be then be repeated to analyze the separated
samples.
105
Appendix L
Summary of Syllable Structures
Percentage of Frequency/ Number of Participants

Syllable Structure
Occurrence Who Exhibited the Syllable Structure
CV 67.61 19
CVC 26.32 19
CVV 2.63 18
CCV 1.12 17
CVCC 0.67 11
CVVC 0.62 10
CCVC 0.59 11
CCVVC 0.30 4
CCVCC 0.07 4
CCVV 0.04 2
CVVCC 0.01 1
CVCCC 0.01 1
106
Appendix M
Summary of Onset, Nucleus and Coda
Frequency/ Number of
Percentage of
Onset Participants Who Exhibited the
Occurrence
Onset
/n/ 13.13 19
/ʔ/ 12.17 19
/k/ 9.39 18
/t/ 9.37 19
/p/ 9.08 19
/m/ 7.65 19
/l/ 6.66 19
/s/ 6.60 19
/j/ 4.61 19
/d/ 4.51 19
/b/ 4.42 19
/g/ 2.79 18
/w/ 2.24 19
/r/ 2.15 19
/h/ 1.55 18
/ŋ/ 0.97 15
/tʃ/ 0.69 12
/ɲ/ 0.42 14
/dƷ/ 0.32 12
/ʃ/ 0.31 10
/tr/ 0.19 5
/kl/ 0.15 5
/br/ 0.07 4
/v/ 0.07 3
/pr/ 0.07 5
/st/ 0.06 3
/gr/ 0.05 4
/f/ 0.04 2
/dr/ 0.04 2
/kw/ 0.04 2
/bl/ 0.03 3
/pl/ 0.03 2
/tʃr/ 0.03 2
/sw/ 0.03 1
/kr/ 0.02 2
/pw/ 0.02 3
/z/ 0.01 1
/sp/ 0.01 1
/kj/ 0.01 1
/pj/ 0.01 1
107
Percentage of
Nucleus Participants Who Exhibited the
Occurrence
Nucleus
/a/ 51.72 19
/ɪ/ 16.33 19
/ɔ/ 12.76 18
/ʊ/ 9.98 19
/ɛ/ 4.89 19
/aɪ/ 2.81 19
/eɪ/ 0.64 13
/aʊ/ 0.49 10
/oɪ/ 0.27 7
/oʊ/ 0.09 3
/ʊɪ/ 0.01 1
/ɪw/ 0.01 1
Percentage of
Coda Participants Who Exhibited the
Occurrence
Coda
/n/ 21.30 19
/ŋ/ 18.61 18
/ʔ/ 16.80 19
/s/ 12.14 19
/g/ 7.96 19
/t/ 6.49 18
/k/ 3.50 19
/r/ 2.86 16
/m/ 2.77 16
/l/ 2.62 17
/d/ 2.11 17
/p/ 0.93 11
/b/ 0.49 8
/ns/ 0.22 5
/ks/ 0.12 3
/ʃ/ 0.10 3
/ndƷ/ 0.10 2
/ts/ 0.10 4
/nd/ 0.07 2
/rk/ 0.07 2
/rls/ 0.07 1
/tʃ/ 0.07 1
/f/ 0.05 1
/ld/ 0.05 2
/nt/ 0.05 2
/rs/ 0.05 2
/st/ 0.05 2
/ŋs/ 0.05 1
/ŋk/ 0.05 1
108
/ls/ 0.05 1
/rt/ 0.02 1
/rtʃ/ 0.02 1
/rd/ 0.02 1
/rks/ 0.02 1
109
Appendix N
Summary of Number of Syllables
Number of Percentage of
Participants Who Exhibited the
Syllables Occurrence
Number of Syllables
1 41.99 19
2 42.31 19
3 11.15 19
4 3.91 18
5 0.60 13
6 0.03 1
110
Appendix O
Summary of Combinations of Syllable Structures
Combinations of Percentage of
Participants Who Exhibited the
Syllable Structures Occurrence
Combination
CVC 19.59 19
CV.CV 18.13 19
CV.CVC 17.59 19
CV 17.30 19
CV.CV.CVC 4.98 19
CV.CV.CV 3.03 19
CVC.CVC 2.68 17
CVV 2.14 18
CV.CVV 1.89 19
CV.CV.CV.CVC 1.57 15
CVC.CV 1.14 16
CCV 0.82 13
CV.CV.CVV 0.82 13
CV.CV.CV.CV 0.77 14
CVC.CV.CVC 0.63 17
CVVC 0.57 9
CVC.CV.CV 0.52 13
CV.CVC.CVC 0.48 14
CCVC 0.42 8
CVC.CV.CV.CVC 0.42 10
CV.CV.CV.CV.CVC 0.41 8
CVCC 0.36 10
CVV.CVC 0.32 4
CCVVC 0.29 4
CVC.CV.CV.CV 0.23 8
CV.CVC.CV 0.20 5
CV.CV.CV.CVV 0.19 8
CCV.CVC 0.15 5
CVC.CVC.CVC 0.12 4
CVC.CV.CV.CVV 0.12 6
CVC.CVCC 0.10 6
CCV.CV 0.09 6
CV.CVCC 0.09 4
CVC.CV.CV.CV.CVC 0.09 3
CVC.CVVC 0.09 2
CVC.CVV 0.07 4
CV.CVC.CV.CVC 0.07 5
CVC.CVV.CVC 0.07 3
CCVC.CVC 0.06 3
CCVC.CVVC 0.06 3
CV.CV.CVC.CV 0.06 3
CVV.CV 0.06 2
111
CVVC.CVC 0.04 2
CV.CCVC.CV 0.04 1
CVC.CV.CVC.CV.CVC 0.04 2
CV.CVVCC 0.04 1
CVC.CCVC 0.04 1
CCVCC 0.03 2
CVCC.CVC 0.03 2
CCVV.CV 0.03 1
CVC.CVCCC 0.03 1
CVC.CV.CVV 0.03 2
CVV.CV.CVCC 0.03 1
CV.CV.CV.CV.CV 0.03 1
CVC.CV.CVCC 0.03 2
CV.CVC.CVC.CVC 0.03 2
CV.CVC.CV.CV 0.03 2
CV.CV.CVC.CVC 0.03 2
CV.CCVC 0.03 1
CCV.CVC.CVC 0.03 2
CVCCC 0.01 1
CV.CVVC 0.01 1
CVV.CVV 0.01 1
CV.CCVV 0.01 1
CCVC.CVCC 0.01 1
CVC.CCVV 0.01 1
CVC.CCV 0.01 1
CCV.CVCC 0.01 1
CV.CV.CCVV 0.01 1
CV.CVC.CVV 0.01 1
CV.CV.CV.CV 0.01 1
CVC.CVC.CVC.CV.CVC 0.01 1
CVC.CCV.CVCC 0.01 1
CCV.CV.CVC 0.01 1
CCVC.CV.CVC 0.01 1
CVC.CV.CV.CV 0.01 1
CVC.CCV.CVVC 0.01 1
CVC.CV.CVC.CVC 0.01 1
CV.CCV.CVC 0.01 1
CV.CCV 0.01 1
CVC.CV.CCVC.CV.CV 0.01 1
CV.CV.CVC.CV.CVC 0.01 1
CVC.CV.CV.CV.CV 0.01 1
CCVVC.CV.CV.CVC 0.01 1
CVC.CVC.CV 0.01 1
CVC.CV.CVVC 0.01 1
CVC.CCV.CVC 0.01 1
CVC.CV.CV.CV.CV.CVC 0.01 1
CVC.CVC.CV.CV.CV 0.01 1
CV.CVVC.CVCC 0.01 1
CVCC.CVCC 0.01 1
112
CVVC.CVC.CVC 0.01 1
CVC.CVC.CVV.CVC 0.01 1
CVVC.CVCCC 0.01 1
113
Appendix P
Ethics Approval Form
114
115
Appendix Q
Authorship Form
Date: May 11, 2018

Research Output Type: Undergraduate Thesis
Title: A Secondary Data Analysis Describing the Syllable Structure Exhibited by Four-Year-Old
Abstract of Thesis:
Objectives: The objective of the study is to describe the syllable structures exhibited by Filipino-
dominant speaking four-year-old children from the secondary data obtained from the study of
Jacinto et al. (2017).
Methods: A total of nineteen audio-recorded connected speech samples from Jacinto et al.
(2017) were transcribed, segmented, and analyzed to describe the syllable structures through
identifying the parts of a syllable, the number of syllables in a word, and the combination of the
different syllable structures exhibited by the participants. Descriptive and cross-sectional
secondary data analysis was used to describe the different syllable structures.
Results and Discussion: The most frequently occurring syllable structure is CV followed by
CVC. Consonants /n/ and /ʔ/ are the most frequently occurring onset and coda, and vowel /a/ for
the nucleus. Furthermore, the most frequently occurring number of syllables are one-syllable and
two-syllable words with syllable structure combinations CVC, CV.CV, CV.CVC and CV. As for
diphthongs and clusters, the occurrence was less frequent (less than 5% of the total sample) as
Filipino words primarily do not contain these. The increase in number of syllables resulted from
the reduplication of the verbs and affixes.
Conclusion: Overall, the results of the current study may serve as basis for word structure,
monitoring, and regulating the expected skills and development of Filipino children.
Contributors (Authors and Non-Authors):

Jan Ara S. Abad
Erin Mae B. Triste
Ricardo Ma. D. Nolasco, Ph.D.
Authors in Order:
Senior Co-Author: Paul William D. Jacinto, CSP-PASP
Equal Co-Authors: Edward Joseph A. Tañedo
Jan Ara S. Abad
Erin Mae B. Triste
Contributions Each Author Made:
• Acquisition of Data
• Literature Review
• Writing of Manuscript (Drafting and revising)
• Proofreading
116
• Final Approval
• Analysis and Interpretation of Data Collected
• Proofreading
Jan Ara S. Abad
• Proofreading
• Presentation Design
• Data Gathering (Reconsent Form)
• Proofreading
• Proofreading
• Presentor
Erin Mae B. Triste
• Data Gathering (Reconsent Form)
• Proofreading
Expected Dates of Submission and/or Publication/Communication:
May 11, 2018
This form records agreement between contributors for the authorship of research outputs.
Research authors certify their inclusion or exclusion as authors by printing their name and signing
below.
Certification:
117
Appendix R
Intellectual Property Right Form

INNOVATION & TECHNOLOGY SUPPORT OFFICE
Office the Vice Rector for Research and Innovation A.Y. 2017–2018
Ground Floor, TARC
España, Manila 1015, PHILIPPINES
University IP / Research Registry

Project/ Thesis/Dissertation A Secondary Data Analysis Describing the Syllable Structure Exhibited by Four-Year-Old Filipino-Dominant
Title: Speaking Children
Jan Ara S. Abad
Proponent(s)/Author(s):
Erin Mae B. Triste
Contact No./Email: +639188888687 / pdjacinto@gmail.com
Signature of
Proponent(s)/Author(s):
Collaborator(s)/
Co-author(s)/Adviser:
Department: Department of Speech – Language Pathology

Affiliation:
College/Faculty: College of Rehabilitation Sciences
Speech-language pathologists (SLPs) assess and manage speech sound disorders that may be
characterized by syllable structure deficits. To assess and properly plan treatment for syllable deficits, the
Brief description (Including SLPs need to compare the performance of the children being assessed with the normal data; however, the
synthesis of extensive review Filipino SLPs compare the obtained syllable structures from the Filipino children’s speech sample to
of literature): western norms due to lack of local normative data. Studies reviewed by the researchers showed distinct
differences of Filipino language from other languages; hence, norms established abroad may present
multiple biases.
Keyword(s): Syllable, Syllable Structures, Speech-Language Pathology
The identification of the most frequent appearing syllable structures will result in speech and language
implications for diagnosis of delays and/or disorders as children with specific language impairment
Significance of the produced fewer of the more advanced syllable shapes and structures. In terms of therapy, the knowledge
project/study:
of syllable structures produced by typically developing individuals is essential in formulating an accurate
and comprehensive treatment plan. Its implications may be the ones requiring therapy at phonotactic level.
Expected Output: Description of the syllable structures that 4–year–old Filipino–dominant speaking children can produce
I hereby certify that the proponent/s have submitted to me their synthesized review of literature as part of
the requirements for the submission of the accomplished IP/Research Registry Form.
Certification from Adviser: ________________________________

Signature over Printed Name
____________________
Date
____________________________________________________________________________________________________
OVRRI-ITSO Form: University IP/Research Registry v. AY 2017–2018 UST:SO21–01–FO02
Page 1 of 1
118
Appendix S
Poster
119
Appendix T
Script for Oral Presentation
INTRODUCTION
Maganda ako. ma/gan/da/ ʔa/ko
Good afternoon, I am Evangeline Dina Co Huang
One of the struggles of being a speech-language pathologist in the Philippines is the

lack of local norms. This forces Filipino SLPs to depend on published American
normative data for assessment and intervention purposes. But due to cultural and
linguistical differences, American-based normative references will not be able to provide
Filipino SLPs with information which are sensitive to the local setting. Thus, we present
to you: A secondary data analysis describing the syllable structure exhibited by 4-year
old Filipino-dominant speaking children.
OUTLINE
The presentation will follow the flashed outline.
TAGALOG PHONEMIC INVENTORY

The Tagalog phonemic inventory is composed of the following phonemes:
GLOTTAL STOP
The inventory includes the consonant glottal stop which is a notable feature of the
Filipino phonology. This feature is as audible to the ears of a native speaker compared
to other sounds of the language because it suggests differences in the meaning of a
word.
SYLLABLE
Syllable. A syllable is composed of at least a vowel with or without a consonant attached
to it. Syllable structure is the combination of consonants C and vowels V within a
syllable. In the phrase, “maganda ako” the syllable structure present in the word
“maganda” are CV for MA, CVC for GAN, and CV for DA. The number of syllables are
identified as mono, di, tri, or polysyllabic. The word “maganda” is a trisyllabic word.
Looking at the word as a whole, the combination of the word is CV.CVC.CV.
RESEARCH GAP
Although the study by Jacinto et.al (2017) had the same participants, they only
investigated on the consonant inventory and error patterns. Also, no other study has
delved into the syllable structures of Filipino 4-year old children and how they may affect
the phonological development of a child and its implication to speech and language
assessment and therapy.
SIGNIFICANCE
Due to these, having a Filipino normative data is crucial for a deeper understanding of
the phonological development of children in Metro Manila. This would allow SLPs to form
clinically sound decisions in diagnosing speech sound disorders and framing therapy
management.
OBJECTIVES
120
To bridge the gap of the study, the researchers would want to describe the syllable
structures exhibited by typically developing Filipino language dominant four-year old
children in Metro Manila.
This study aims to answer the following research questions:

1. What are the present syllable structures, present onset, nucleus, and coda?
2. How many number of syllables within a word can Filipino-dominant speaking children
produce?
3. What combinations of syllable structures are present?
METHODOLOGY
To attain the objective and answer the questions, the researchers used a cross-sectional
secondary data analysis from the phonological development study of Jacinto et al.
(2017).
The study complied with the principles of the Declaration of Helsinki and Good Clinical
Practice guidelines of the Philippine health research ethics board. A formal letter was
sent to the previous researchers seeking permission to access and analyze the data and
assistance with the re - consent process.
32 out of the original 100 participants gave verbal re-consent but only 19 of them met up
with the researchers to sign the formal re-consent
To develop the syllable structure analysis protocol, the researchers had expert
consultation with 2 SLPs and 1 linguist. Then, the members attended a series of training
and workshops for the implementation of the protocol. A written examination was
provided and the member who earned the highest score, which was 97%, was appointed
as the lone transcriber-analyst.
To ensure the reliability of the transcribed samples, an intraclass correlation coefficient

was set at 0.995 to 1.000 which corresponds to an excellent to perfect degree of
agreement.
All 19 samples obtained were transcribed and analyzed using the syllable structure
analysis protocol.
RESULTS AND DISCUSSION

From the 19 samples, approximately 7,100 words or 12,800 syllables were transcribed.
SYLLABLE STRUCTURE
The most frequently occurring syllable structures from the study were CV and CVC
which was also stated by Schacter (???) to be the two most frequently occurring syllable
in the Filipino language. This was also in line with McFarland (???) where it was stated
that na and nang were two of the most frequent words in Filipino which contains CV and
CVC syllable structure respectively. On the other hand, the results differ from that of
Agustin and Soriano (2007) since they did not include the glottal stop in their analysis
resulting to V and VC as the most frequently occurring syllable structures.
CLUSTERS
Although Malabonga and Marinova-Todd (2009 mentioned that clusters are absent in
121
Tagalog words, these were found from the participants primarily because of presence of
loanwords. Furthermore, three-element clusters were found from the 4-year old
participants as compared to Agustin and Soriano’s where only 2-element clusters were
produced by 2-year old children. This may indicate that syllable structures increase in
complexity as one ages.
DIPHTHONGS
Presence of diphthongs were still noted from the samples such as /oi/ for baboy, /ay/ for
lagay, and /aw/ for gumagalaw which differs from the findings of Ramos (1971) and
Soberano (1980) stating that diphthongs in the Filipino language only occurred in
loanwords.
ONSET
As for onset, the 3 most frequently occurring are /n/, /ʔ/, /k/ with /n/. This correlates with
the study of McFarland as words na, ?ako and ko are part of the top 10 most frequent
words in Filipino which were also found to be prevalent in the current study.
NUCLEUS
The most frequent nuclei were /a/, /ɪ/, /ɔ/. From McFarland’s study, 8 of the 10 most
frequently occurring Filipino words contained the aforementioned nuclei.
CODA
Phonemes /n, ng, ʔ/ were the 3 most frequently occurring codas which correlated with
McFarland’s list of most frequently occurring Filipino words such as hindi and nang.
These words were deemed prevalent from the study as well.
NUMBER OF SYLLABLES IN A WORD

All participants were able to produce 1 to 3 syllable words. 18 of them produced 4-
syllable words, 13 produced 5 syllable words and only 1 produced 6 syllable words. The
prevalence of lexical roots influenced the occurrence of two-syllable words as they are
frequently disyllabic. Schachter and Otanes mentioned in their study that majority of
common nouns in Tagalog were two syllable words.
The occurrence of monosyllables can be correlated with McFarland’s study where most
of the frequently occurring were monosyllabic function words, such as the following.
Also, the production of 6-syllable words is a result of syllable addition. The word
nagpapahabol became “nagpapabahabol”.
COMBINATION OF SYLLABLES IN A WORD

Flashed on the screen are the syllable combinations within a word with their
corresponding percentage of occurrence of 94 different syllable structure combinations
were extracted from the samples. It was found that the complexity of the syllable
structures combined decreased as the number of syllables in a word increase. For
example, in the word nalalamigan, it only contained the structures CV and CVC. Unlike
the two-syllable and one-syllable words payrworks and Charles which contain clusters
and diphthongs, making the combinations more complex.
CONCLUSION
The study provides preliminary normative indications that can be useful for the
assessment, diagnosis, and management of children with speech sound disorders. This
122
will guide SLPs on what syllable structures to expect from 4 year old children in Metro
Manila. The data will also be useful for syllable structure processes in deciding what
consonants to target first in a specific position. Also, these data can be used by multiple
professionals working with the same clientele for monitoring speech production.
However, these normative indications must be used with caution for children outside
Metro Manila and for those dominant in other local and foreign languages.
LIMITATIONS AND RECOMMENDATIONS

Although the study provided rich preliminary data, the researchers recommended to
make use of bigger sample size to determine if it will yield the results. Also, we
recommend to include phonetic analysis to improve parsing of samples into syllables
and words and to correlate it to perceptual analysis.
123

A Secondary Data Analysis Describing The Syllable Structure Exhibited by Four Year Old Jacinto Etal 2018

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A Secondary Data Analysis Describing the Syllable Structure Exhibited by Four-Year-Old

Filipino-Dominant Speaking Children

College of Rehabilitation Sciences

University of Santo Tomas

of the Requirements of the Degree

Bachelor of Science in Speech-Language Pathology

Paul William D. Jacinto, CSP-PASP

Jan Ara A. Abad

Ma. Czarina Ysabelle D. Grimaldo

Evangeline Dina C. Huang

Edward Joseph A. Tañedo

Erin Mae B. Triste

May 11, 2018

Paul William D. Jacinto, CSP-PASP

Filipino-Dominant Speaking Children

College of Rehabilitation Sciences

University of Santo Tomas

Corresponding Author: Paul William D. Jacinto, CSP-PASP

a. Tagalog Phonemic Inventory............................................................................. 9

d. The Role of Glottal Stop in the Tagalog Syllable............................................... 11

e. Numbers of Syllables Within a Word................................................................. 11

g. Significance of the Study................................................................................... 13

i. Operational Definition of Terms......................................................................... 15

3. Materials and Methods…………………………………………………….......................... 17

a. Ethical Considerations and Approval....………………………............................ 17

c. Use of Secondary Data...................................................................................... 17

b. Onset, Nucleus and Coda..................................................................................

d. Combinations of Syllable Structures.................................................................

b. Onset, Nucleus and Coda..................................................................................

c. Number of Syllables Within a Word...................................................................

d. Combinations of Syllable Structures..................................................................

10. Literature Cited.............................................................................................................. 41

1. Figure 1. Flowchart of the Study Implementation..……………............…………............ 17

2. Figure 2. Schematic Diagram of Participant Recruitment.............................................. 19

3. Figure 3. Percentage of Occurrence of Syllable Structures.......................................... 25

4. Figure 4. Percentage of Occurrence of Onsets............................................................. 26

5. Figure 5. Frequency of Onsets...................................................................................... 26

6. Figure 6. Percentage of Occurrence of Nucleus........................................................... 27

7. Figure 7. Percentage of Occurrence of Coda................................................................ 28

8. Figure 8. Frequency of Coda......................................................................................... 28

9. Figure 9. Percentage of Occurrence of Number of Syllables........................................ 29

11. Figure 11. Percentage of Occurrence of Syllable Structure Combinations of One- 31

12. Figure 12. Percentage of Occurrence of Syllable Structure Combinations of Two-

13. Figure 13. Percentage of Occurrence of Syllable Structure Combinations of Three- 32

14. Figure 14. Percentage of Occurrence of Syllable Structure Combinations of Four-to- 33

15. Figure 15. Schematic Diagram of Reconsent Process.................................................. 82

1. Table 1. Twelve different syllable structure inventories from different languages... 11

2. Table 2. Relative frequency of one, two and three syllable words........................... 12

1. Appendix A. Good Clinical Practice Certificates............................................................ 44

2. Appendix B. Researcher’s Curriculum Vitae................................................................. 48

3. Appendix C. Letter to Primary Investigators………….................................................... 66

4. Appendix D. Participant Information Sheet and Re-consent Form (Filipino)…............. 70

5. Appendix E. Participant Information Sheet and Re-consent Form (English)................ 76

6. Appendix F. Return Letter from the Primary Researchers............................................ 81

7. Appendix G. Schematic Diagram of Re-consent Process............................................. 82

8. Appendix H. Subject-Matter Expert’s Curriculum Vitae................................................. 83

9. Appendix I. The International Phonetic Alphabet 2015................................................. 99

10. Appendix J. Orthographic Transcription Protocol.......................................................... 100

11. Appendix K. Syllable Structure Analysis Protocol......................................................... 104

12. Appendix L. Summary of Syllable Structures................................................................ 106

13. Appendix M. Summary of Onset, Nucleus and Coda.................................................... 107

14. Appendix N. Summary of Number of Syllables............................................................. 110

15. Appendix O. Summary of Combinations of Syllable Structures.................................... 111