2/20-Articulation and Phonology: Through the School years

Question 1

what are phonological processes?

Answer 1

Normal simplification patterns of adult speech that children use during the acquisition of speech and language skills

Question 2

When are phonological processes expected to disappear?

Answer 2

by age 5

Question 3

why do children use phonological processes?

Answer 3

• to accommodate for immature articulatory mechanism which is a SPEECH BASED SKILL
• to learn the phonological system which is a LANGUAGE BASED SKILL

Question 4

What are the most frequently occurring phonological processes in early speech development?

Answer 4

syllable structure

• final consonant deletions
• cluster reductions
• unstressed syllable deletion

substitution

• fronting
• stopping
• gliding
• deaffrication
• vocalization

assimilation

• prevocalic voicing
• postvocalic devoicing

Question 5

what are less frequently occurring phonological processes in early speech development?

Answer 5

syllable structure & substitution

• initial consonant deletion
• backing

Question 6

What is the relationship between speech sound acquisition and language development?

Answer 6

• in order to sequence sounds to produce language, we need to know the speech sounds first
• language is expressed through speech

Question 7

What is the hierarchy for linguistics?

Answer 7

• phonetics
• phonology
• morphology
• syntax
• semantics
• pragmatics

Question 8

What are humans “hardwired” for?

Answer 8

language development

Question 9

How do we learn the speech sound system?

Answer 9

-we IMPLICITLY LEARN the speech sound system of a native language in context

Question 10

what is explicit learning?

Answer 10

-taught specifically & directly step-by-step

Question 11

How is implicit learning achieved? and what are the three steps of implicit learning?

Answer 11

Production Perception loop

• listening
• organizing
• practicing

Question 12

In the Production-perception loop what does listening consist of?

Answer 12

discriminating between phonemes

Question 13

In the Production-perception loop what does organizing consist of?

Answer 13

-recognize, segment, store, and retrieve sound sequences perceived in connected speech

Question 14

In the Production-perception loop what does practicing consist of?

Answer 14

using sound sequences of words, phrases, and sentences we hear to communicate

Question 15

As our phonology and language develop what do we start do do?

Answer 15

segment continuous speech stream into smaller meaningful units
-ie: “thisisacup” vs. “this is a cup”

Question 16

what kind of process is the learning of words and how is it established?

Answer 16

• dynamic process

- established through interaction with his/her environment

Question 17

what is the typical receptive vocabulary level by age 3?

Answer 17

2,000-4,000 words

Question 18

what is the typical receptive vocabulary by age 5?

Answer 18

5,000-8,000 words

Question 19

By ages 4-5 years old, in terms of language acquisition and phonological awareness, what is the child doing?

Answer 19

• using language to express themselves
• mastering grammatical rules of their language
• recognizing smaller units of meaning by adding function words and bound morphemes
• building phonological awareness skills

Question 20

what are function words?

Answer 20

auxiliary verbs

-ie: “i am going” “he is jumping”

Question 21

What are the beginning stages of phonological awareness skills?

Answer 21

• breaking down, combining, and analyzing words into smaller units
• being exposed to print (television, books, signs)

Question 22

Why is phonological awareness so important for language development?

Answer 22

-increases literacy skills

Question 23

what is critical for language development especially expressive language?

Answer 23

the development of phonological awareness

Question 24

what do children acquire during the development of phonological awareness?

Answer 24

they acquire “meta phonological” knowledge which enables a child to manipulate sounds in words

Question 25

what are the phonological awareness skills established between 2-7 years of age?

Answer 25

• rhyming
• alliteration
• phoneme isolation
• sound blending
• syllable identification
• sound segmentation
• invented spelling

Question 26

what is alliteration?

Answer 26

being able to identify the initial and end sound in words

Question 27

what is phoneme isolation?

Answer 27

-being able to identify sounds within the words and syllables

Question 28

what is sound blending?

Answer 28

putting sounds together

Question 29

what is syllable identification? And why is it important?

Answer 29

identifying how many syllables are in a word–this is really important for decoding because we speak in syllables

Question 30

what is sound segmentation?

Answer 30

• breaking down the sounds (in terms of individual sounds or individual syllables)
• it is the opposite of sound blending

Question 31

What occurs from preschool to kindergarten (3-6 yrs) in terms of phonological awareness?

Answer 31

• mastering most individual sounds in their native language
• using multi-word sentences with almost 100% intelligibility
• speaking of desires, events, and objects
• engaging in sound play (rhyming, blending)
• distinguishing sound-symbol correspondence
• discovering spoken language may be encoded in print (signs, books, television)

Question 32

What does research support in terms of children with phonological disorders and deficits in phonological awareness?

Answer 32

• children with phonological disorders are at risk for phonological awareness deficits and expressive language disorders
• children with deficits in phonological awareness are at risk for reading, spelling, and writing problems

Question 33

In terms of articulation disorders what does research support for children who present with ‘pure’ articulation disorders?

Answer 33

• they may not exhibit phonological awareness problems

- articulation disorder is not associated with problems with phonological patterning

Question 34

what are the primary caseload of SLPs in public schools?

Answer 34

speech sound disorders

Question 35

what is important for SLPs in public schools to do and what is it critical for?

Answer 35

• important that speech disorders are distinctively and properly identified
• critical for establishing intervention activities

Question 36

What is stimulability testing?

Answer 36

elicitation of correction production of INCORRECT sound

-imitation task (verbal vs. multisensory cues)

Question 37

what are the multiple purposes of stimulability testing?

Answer 37

• rule out articulation disorder
• treatment selection
• prediction of self correction