2/20-Articulation and Phonology: Through the School years Flashcards
what are phonological processes?
Normal simplification patterns of adult speech that children use during the acquisition of speech and language skills
When are phonological processes expected to disappear?
by age 5
why do children use phonological processes?
- to accommodate for immature articulatory mechanism which is a SPEECH BASED SKILL
- to learn the phonological system which is a LANGUAGE BASED SKILL
What are the most frequently occurring phonological processes in early speech development?
syllable structure
- final consonant deletions
- cluster reductions
- unstressed syllable deletion
substitution
- fronting
- stopping
- gliding
- deaffrication
- vocalization
assimilation
- prevocalic voicing
- postvocalic devoicing
what are less frequently occurring phonological processes in early speech development?
syllable structure & substitution
- initial consonant deletion
- backing
What is the relationship between speech sound acquisition and language development?
- in order to sequence sounds to produce language, we need to know the speech sounds first
- language is expressed through speech
What is the hierarchy for linguistics?
- phonetics
- phonology
- morphology
- syntax
- semantics
- pragmatics
What are humans “hardwired” for?
language development
How do we learn the speech sound system?
-we IMPLICITLY LEARN the speech sound system of a native language in context
what is explicit learning?
-taught specifically & directly step-by-step
How is implicit learning achieved? and what are the three steps of implicit learning?
Production Perception loop
- listening
- organizing
- practicing
In the Production-perception loop what does listening consist of?
discriminating between phonemes
In the Production-perception loop what does organizing consist of?
-recognize, segment, store, and retrieve sound sequences perceived in connected speech
In the Production-perception loop what does practicing consist of?
using sound sequences of words, phrases, and sentences we hear to communicate
As our phonology and language develop what do we start do do?
segment continuous speech stream into smaller meaningful units
-ie: “thisisacup” vs. “this is a cup”
what kind of process is the learning of words and how is it established?
- dynamic process
- established through interaction with his/her environment
what is the typical receptive vocabulary level by age 3?
2,000-4,000 words
what is the typical receptive vocabulary by age 5?
5,000-8,000 words
By ages 4-5 years old, in terms of language acquisition and phonological awareness, what is the child doing?
- 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
what are function words?
auxiliary verbs
-ie: “i am going” “he is jumping”
What are the beginning stages of phonological awareness skills?
- breaking down, combining, and analyzing words into smaller units
- being exposed to print (television, books, signs)
Why is phonological awareness so important for language development?
-increases literacy skills
what is critical for language development especially expressive language?
the development of phonological awareness
what do children acquire during the development of phonological awareness?
they acquire “meta phonological” knowledge which enables a child to manipulate sounds in words
what are the phonological awareness skills established between 2-7 years of age?
- rhyming
- alliteration
- phoneme isolation
- sound blending
- syllable identification
- sound segmentation
- invented spelling
what is alliteration?
being able to identify the initial and end sound in words
what is phoneme isolation?
-being able to identify sounds within the words and syllables
what is sound blending?
putting sounds together
what is syllable identification? And why is it important?
identifying how many syllables are in a word–this is really important for decoding because we speak in syllables
what is sound segmentation?
- breaking down the sounds (in terms of individual sounds or individual syllables)
- it is the opposite of sound blending
What occurs from preschool to kindergarten (3-6 yrs) in terms of phonological awareness?
- 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)
What does research support in terms of children with phonological disorders and deficits in phonological awareness?
- 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
In terms of articulation disorders what does research support for children who present with ‘pure’ articulation disorders?
- they may not exhibit phonological awareness problems
- articulation disorder is not associated with problems with phonological patterning
what are the primary caseload of SLPs in public schools?
speech sound disorders
what is important for SLPs in public schools to do and what is it critical for?
- important that speech disorders are distinctively and properly identified
- critical for establishing intervention activities
What is stimulability testing?
elicitation of correction production of INCORRECT sound
-imitation task (verbal vs. multisensory cues)
what are the multiple purposes of stimulability testing?
- rule out articulation disorder
- treatment selection
- prediction of self correction
