Amy uses very few syllable-initial consonant clusters, which occasionally makes her hard to understand. (This isn't unusual for children her age, as I understand.) For example, if she lies down and snores, she's 'leeping, and if she runs around with outstretched arms, she's 'lying. And the colourful things that grow on meadows are 'lowers.
She's recently started trying to make initial clusters with an /l/ as second element -- typically, they'll turn out either as /ɬ/ -- much like Welsh "ll" -- or as something like /ɕl/ (regardless of whether it's /sl/ /fl/ /bl/ or whatever in standard pronunciation).
She seems to tend to read boustrophedonically -- if I ask her to spell out words on short two-line inscriptions, she'll tend to spell the bottom line right-to-left.
She also doesn't seem to distinguish yet between things such as "14" and "41" (since they're both "a one and a four"), and while she can recognise some two-digit numbers (especially "14" = "fourteen", perhaps since that's her favourite bus), she'll tend to read "11" as "two", since it's "one and one". (Cue polysemy of "one".)
When counting, she'll typically go ..., eleven, twelve, fourteen, sixteen; I wonder whether this because "thir" and "fif" are not words while "four" and "six" are.
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Date: Saturday, 9 August 2008 15:48 (UTC)Which of the sounds gets dropped wasn't always constant, either; I think I've heard both "lying" and "fying" for "flying".
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Date: Saturday, 9 August 2008 16:05 (UTC)That's another thing we've been working on with J..unless you're around him a lot, half the things that come out his mouth are a complete mystery. People are always going, "What did he say?" to us.
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Date: Saturday, 9 August 2008 17:43 (UTC)So-so. It doesn't help that she speaks fairly softly most of the time.
Being around her for a while definitely helps, but yes, I think people often have to ask her to repeat herself so that they can have a second attempt at deciphering her sometimes.