normal phonological development, speech sound learning and phonological processes, Flashcards
Infraphonological skills VS. Canonical babbling
Infraphonological skills – early infant vocalizations
(protophones)
VS.
Canonical babbling – infant vocalizations
comprising of adult-like sounds and syllables.
Infraphonological stages
(prelinguistic)
Stage 1:
Stage 1: phonation (birth - 2 months)
reflexive vocalizations: crying, fussing,
coughing, sneezing, burping.
Infraphonological stages
(prelinguistic)
Stage 2
Stage 2: Primitive articulation (1-4m)
New sounds (squeals, growls, coos/goos)
Infraphonological stages
(prelinguistic)
Stage 3
Stage 3: Expansion (3-8 m)
Period of vocal play and interaction
Infraphonological stages
(prelinguistic)
Stage 4
Stage 4: Canonical babbling (5-10m)
Normal phonation, repetitive patterns
Reduplicated and variegated babbling
May produce stops, nasals, glides, lax
vowels
The integrative stage
Onset of speech - final stage in infant
speech development (Oller, 2000)
may last up to 18 months
first meaningful word
Jargon
Gibberish production
At the end of this stage: infants combine
syllables/sounds and generate words
First Word:
vs Proto words:
Babbling transitions to First Words
First Word: consistent phonetic form in a particular context that is recognized as an adult form.
Proto words: consistent phonetic form in a particular context that is recognized as an adult form.
First Fifty Word Stage
the time from first meaningful utterance
(around 12 months) to the time when the
child begins to put two words together (18-
24 months)
Item Learning
during this time child
acquires word forms as unanalyzed units
rather than by contrasting phonemes
They are unaware of the contrasting phonemes
Holophrastic Period:
In this period they use one word or protoword to convey a complete idea
Phonetic variability
Trying out different production for different words— will say different.
Appropriate errors
The children present with an unstable pronunciation. They are trying different ways to phonate different sounds.
Limited Syllable Structures
They are using VC, CVC, CV
They cannot produce multisyllabic words
Bilabiales— firsts words
Fewer errors with vowels and consonants
Limited Sounds
Vowels [a] and [α] typically precede [i]
and [u].
Consonants [p], [b] and [m] are among
the earliest.
Individual Variation Exists
Fewer Errors with Vowels than with
Consonants
Preschool Acquisition of sounds
Ages:
Ages: (Smit, Hand,Frellinger,
Bernthal & Bird, 1990)
/m/ 3yrs
/n/ 3-3 ½ yrs
/p/ 3 yrs
/b/ 3 yrs
/k/ 3 ½ yrs
/g/ 3 ½ -4 yrs
/f/ 3 ½ yrs (I), 51/2 yrs (F)
/v/ 5 ½ yrs
/θ/ 6-8 yrs
/δ/ 4 ½ -7 yrs
/s,z/ 7-9 yrs
“sh” 6-7 yrs
/l/ 5-6 yrs (I), 6-7 yrs (F)
/r/ 8 yrs (“er” earlier than
initial l /r/)
Ages of acquisition cont.
Lots of variability in
Lots of variability in norms, pg. 158, 161
Table 4.3 (Smit et al.’s youngest group was
3 yrs and GFTA-2 was 2 yrs).
Depends on mastery criterion (75%, 85%,
95%), sound position in words, gender
Should be used as a reference, not as strict
guideline
Ages of acquisition cont.
Earlier sounds vs. Later sounds:
Earlier sounds vs. Later sounds: earlier sounds
should be mastered earlier, not just produced
earlier (table 4.4 – p. 161)
Age ranges for consonant mastery
Early sounds(2-4 yrs) – p, b, m, n, h, d. t. k, g, f, w, ɧ
Late sounds (5-7 yrs) - j, ʃ, ʧ, l, ʤ, s, r, v, z, ”th”
(voiceless and voiced)
Disagreement: j and ɧ could be early or later
Clinical Implications
Developmental research provides
the ability to target earlier sounds
before later ones.
Syllable structure limitations should
be taken into account when
structuring Treatment.
Phonological processes
are regularly occurring
simplifications of adult sound
productions that may affect classes
of sounds.
Phonological Processes
Advantages
use information to target processes,
not just individual sounds
Suppression of processes could help all
phonemes in a group, and in other
contexts
Phonological Processes
Use of processes more common before
Use of processes more common before age
of 3, if lingering after 3 may not be typical
Certain processes are more common in
normal speech (i.e., FCD) whereas others
are more atypical (i.e., ICD)
More than one process can influence a
single word (e.g. stop→[dop] – cluster
substitution and prevocalic voicing)
Phonological processes
Errors that change the syllable structure
There are three types of phonological
processes:
Syllable structure
Substitution
Assimilation
Syllable Structure Processes
Reduplication
Partial or total repetition of a syllable on a word
Syllable Structure Processes
Unstressed syllable deletion
Deleting the syllable that is not stressed
Syllable Structure Processes
Cluster Reduction
Cluster can be deleted or substituted.
Substitution : substitution in the cluster of one consonant for another.
Deletion: deleting a consonant from the cluster reduction or deletion of the cluster.
When there’s is a change to a cluster, it’s always cluster reduction. When there’s only one consonant and there’s is a change it’s either final or initial consonant delete because there’s only one constant. When it’s more than one consonant it’s a cluster reduction.
Syllable Structure Processes
Final Consonant Deletion
Deleting the finals consonant.
When there’s only one constant and not a cluster.
Syllable Structure Processes
Initial Consonant Deletion:
Deleting the initial consonant. When there’s only one constant and not a cluster
Syllable Structure Processes
Epenthesis
Inserting a vowel between a vowel a cluster or between two consonant. Usually it’s the shwa
Or
Adding a vowel to a word
Substitution Processes
Stopping
Replacement of a fricative or affricate for a stop
Substitution Processes
Fronting
Replacement of a velar sound for an alveolar sound.
Substitution Processes
Gliding
Replacement of liquids with glides
Substitution Processes
Depalatalization
when a palatal sound
is replaced with a non-palatal sound
Example: shoot [su:t]
Substitution Processes
Deaffrication
Replacement of affricates with a non affricate sound especially stops and fricatives
Choose [su:z]
Substitution Processes
Backing
Replacement of alveolar (front) sounds with velar (back sound )
doll [gɑl]
Substitution Processes
Vocalization
Syllabic consonants L, M, N and R are replaced with a vowel.
bottle /badə/; simple
[simpə])
Substitution Processes
A simple sound substitution of one segment
for another does NOT define a
phonological process
Processes involve systematic sound changes
that affect the classes of sounds or sound
sequences. Example:
Assimilation Processes
Influence of a phoneme that makes the sound more similar to the surrounding phoneme.
Processes that alter a consonant phoneme so
that it becomes more similar to a surrounding
phoneme.
It can affect sound’s manner of production,
place or articulation, and voicing features.
Very common in young children
If persisting beyond 3yrs, may be indicator
of phonological disorder (Grunwell, 1987)
Assimilation processes
Velar
(e.g. duck → [g∧k]
Assimilation processes
Nasal:
The word has a nasal sound and that sound makes a sound in a word become a nasal sound
Nasal: (e.g. tin → [nIn]
Assimilation processes
Labial:
The word has a labial sound and that sound makes a sound in a word become a labial sound
Labial: (e.g table → [bebl]
Assimilation processes
Alveolar:
Alveolar: (e.g. goat [doʊt]
Assimilation processes
Prevocalic voicing:
Assimilation to the
voiced feature of the following vowel (e.g.
pea /di/)
Assimilation processes
Postvocalic devoicing:
Postvocalic devoicing: (e.g. pig [pIk])
Assimilation processes’
Metathesis:
Metathesis: (e.g. boast [boʊts]
Assimilation processes
Coalescence:
Coalescence: (e.g. spoon [fun]: fricative
feature from /s/ and labial feature from /p/
remain).
Assimilation processes
Progressive:
Progressive:
e.g. coat → [koʊk]
Assimilation processes
Regressive
Regressive
e.g. take → [keɪk]
Assimilation processes
Full/Total:
Full/Total: e.g. bed →[bɛb]
Assimilation processes
Partial:
Partial: e.g. bed → [bɛm]
Assimilation processes
Contiguous
Contiguous: occurs within a cluster
(adjacent sounds): boast /boʊts/
Assimilation processes
Noncontiguous
Noncontiguous: occurs between
sounds separated by a vowel:
bed/bɛm/
Ages of Suppression
Smit & Hand (1997)
Voicing 3 yrs
Assimilation 3yrs
FCD 3 yrs
Stopping 3 ½ yrs
Fronting 4 yrs
Cluster Reduction (w/o /s/) 4 yrs
Cluster Reduction (w/ /s/) 5 yrs
Weak syllable Deletion 5 yrs
Gliding 7 yrs
Speech intelligibility expectations
19-24 m: 25%-50% intelligible
2-3 yrs: 50%-75%
By 3 years of age - 75% of speech
should be intelligible
By 5 years – most of speech should
be intelligible to strangers (90-
100%)
Factors related to speech sound
learning
Abnormalities in the anatomic structures
2. Neurophysiological factors – dysarthria,
Childhood Apraxia of Speech (CAS),
cerebral palsy
3. Hearing loss
Language skills – 40-80% of children with
SSD may exhibit a language disorder
5. Intelligence – if not within norm
6. Tongue thrust – associated with
articulation disorders
