Phonology Flashcards
What is phonotactic Analysis?
In phonology, phonotactics is the study of the ways in which phonemes are allowed to combine in a particular language. (A phoneme is the smallest unit of sound capable of conveying a distinct meaning.) Adjective: phonotactic.
Does child production retain the correct syllable structure of words ?
For example, although /bl/ is a permissible sequence at the start of a syllable, it cannot occur at the end of one; conversely, /nk/ is permitted at the end, but not the start.”
What is phonetic inventory?
The sounds (IPA CHART) child has in their inventory
What is phonetic analysis
Analysis the way in which child produce las the sounds within words
SODA
What is substitution?
Where you substitute a sound for another
Is the sounds typical - delay
(delay - performing below expectation for their age)
Disordered (substitutions for unexpected sounds welsh sound)
What are distortions
The sound is made within the target production but distorted for
Another sound - is it similar to target is an atypical sound? Such as dentalisation?
Labiodentalisation ?
Devoicing - is this a phonological processor
Weak articulation?
Nasal emission
Moderate hypernasality
What vowel error can your think of
Backing
Lowering
Neutralisation ( replacement by a schwa)
Unrounding of target rounding vowel
What is frication
Frication is where approximant or plosives substituted by a fricative
Frication is the name given to the phonological process in which an approximant (glide /w j/ or liquid /l r/) is substituted by a fricative.
What’s gliding
When r or l becomes w y or j
Gliding – the substitution of a liquid sound (typically letter “l” or “r”) with a glide sound (letters “w”, “y” or “j”)
What to remember with phonological processors
Backing can occur at word final too
In fact the consonants can occur word initial
Word medial and word final
So when I gate
- / geit/ becomes /geid/ then I have stopping
What impact may you find with phonology difficult?
Impacts on intelligibility of speech
Impacts on the development of literacy skills
Poor organisation of internal phonological system
Difficulty discriminating similar sounding phoneme
Phonological processing affecting speech - fronting backing - syllables such as WSD FCD ICD
A child aged 7 years and 5 months with severe specific phonological impairment . What therapy would you use and why?
Metaphon
Why - specific for child with moderate to severe SSD
Phase 1 is appropriate before moving onto phase 2!!
Concept: mr noisy and mr quiet
Sound- use the environment! Tap pencil short sound and long sound move pencil.
Phoneme - minimal pairs - ? See YouTube
Word - which one is sit?
What is the difference between phonology and phonetic and phoneme
Phonology is how the brain perceive stores and understands the sound
Phoneme is the single unit of sound
For example Tar and STAR
tar - t is aspirated and star /t/ is un-aspirated.
So: the phoneme differs but the way the brain perceives (phonology) it is the same! Phonology tells you the sound is the same just different variations
What is phonological awareness
What is Phonemic Awareness?
Phonological Awareness is the ability to hear and manipulate parts of spoken language. Skills are at a listening/auditory and spoken/verbal, level – NO print – spoken words requiring ears only!
It is a broad term and comprised of a group of skills that progress developmentally, but of course, overlap as children mature. As phonological awareness skills develop, children will begin to attend to, discriminate, remember, and manipulate (segment/blend) words and sounds at these levels or chunks:
Sentence
Understanding that the sentence they hear, “Thecatisfat” is comprised of four separate words “The cat is fat”.
Word
Understanding the words “cat” and “fat” rhyme.
Understanding two words become one in a compound word: cat + fish = catfish
Syllable
Understanding the word “cat” as one syllable.
Phonemic Awareness
Understanding and manipulating the three sounds in “cat” = /k/ /a/ /t/
Let’s take a closer look at phonemic awareness. It is a specific skill under the broad category of phonological awareness. If we put phonological awareness skills on a continuum, phonemic awareness is the most sophisticated and last to develop.
The following is a list of specific phonemic awareness skills. Keep in mind, all of these are done at the auditory/spoken level, NO print:
Recognize words in a set begin with the same sound (cat, cake, kite all begin with the /k/ sound)
Isolate and say the first/last/middle sound/s in a word (cat begins with the /k/ sound and ends with the /t/ sound, etc.)
Blend separate sounds (phonemes) into words (/k/- /a/ - /t/ = cat)
Segment words into sounds (cat = /k/- /a/ - /t/)
Delete/manipulate sounds in spoken words (What is “cat” without the /k/? - “at”
Basically, phonemic awareness skills include learning how to break apart (segment) and combine (blend) the sounds in words. Phonemic awareness should begin in Pre-K with the focus on the simpler phonemic awareness skills of isolation and identifying beginning and ending sounds. Because phonemic awareness is a more advanced phonological awareness skill, development continues into kindergarten and early elementary.
When looking at phonology what areas will you consider
Phonology is one of the 5 components of language.
- which affects DLD
- can the child hear and manipulate parts of spoken utterances/ language? - phonological awareness
- looking at segmenting - phonemic awareness (individual sounds)
- blending sounds together (cat)
- rhyme judgment (phonological awareness manipulate parts of speech?)
Definition of phonological awareness - hear and manipulate relates hand in hand with Stackhouse and Wells - Speech Processing Model.
They too look at input - manipulation - out - manipulation!!
How does segmenting individual sounds like CAT, relate to phonological and not articulation?
Because we are looking at the child’s ability to MANIPULATE the word into individual sounds - phonemic awareness
And not the production of sounds - ARTICULATIONS
Errors in production - articulation disorder? Age? At what age should children begin to produce sound?
Is phonological disorder a language disorder
Yes!!
Phonological disorder is a language disorder
The child has difficulty organising the speech sounds
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A phonological disorder is a LANGUAGE disorder that affects the PHONOLOGICAL (phonemic) level. The child has difficulty organising their speech sounds into a system of sound contrasts (phonemic contrasts).
What is the phonological level?
The phonological level:
- it’s the brainwork that goes into organising speech sounds into PATTERNS (rhyme awareness) and sound contrasts (minimal pairs)
The phonological or phonemic level is in charge of the brainwork that goes into organising the speech sounds into patterns of sound contrasts. The sounds need to contrast with each other, or be distinct from one another, so that we can make sense when we talk.
What affects intelligibility
Difficulty in the phonological - child may not be clear in speech
And expressive - child may not be understood or get their meaning across
Affects intelligibility
What is phonetic
Articulation disorder
Sounds in isolation
Child has difficulty saying sounds (consonants and sounds) - articulation disorder
Affects the phonetic level
Reasons are unknown - articulatory disorder with normal functioning of nerve- muscle function
Reasons are known - articulation disorder with nerve-muscle damage. Dysarthria.
What can you tell me about articulation disorder?
Child may have a select few sounds they struggle with
s z v th f - fricatives!!
If untreated or unsuccessfully treated may persist into adulthood
May affect acquisition of reading, reading fluency and spelling rules
What is the phonemic level
It’s relates to phonological disorder
- can the child hear and manipulate the sounds
- can they contrast sounds with one another
They may be able to produce all the sounds correctly
But UNABLE TO ORGANISE SYSTEM OF CONTRASTS (being different)
It’s the brain work that goes INTO organising speech sounds.
What can you tell me about the MAPPS
MAPPS relate to
- motoric
- anatomical/sensory
- phonemic
- phonological
- sensory
These are required when acquiring speech sounds!
Why structure of the palate? Intact?
Motoric: nerve-muscle function - this can be a reason but also children with articulatory disorders may not have any reasons! Unknown.
Name the phonological processors:
And what is it?
What are phonological processors
Phonological processes are patterns of sound errors that typically developing children use to simplify speech as they are learning to talk. They do this because they don’t have the ability to coordinate the lips, tongue, teeth, palate and jaw for clear speech
Fronting
Backing
Gliding
Pre-vocalic voicing
Syllable structure errors:
Syllable deletion
FCD
ICD
Cluster reduction
Name the interventions for SSD
Articulation disorder:
- phonetic intervention
- auditory input
- perceptually based intervention
CAS: Dynamic temporal and tactile cueing
Nuffield Centre Dyspraxia Programme
Phonological disorder:
- core vocabulary therapy
- the cycles phonological patterns approach
- imagery therapy
- metaphon
- parents and children together (PACT)
- phoneme awareness intervention
- phonemic intervention ( conventional minimal pairs, maxima oppositions, maximal oppositions, empty set and vowel remediation) psycholinguistic intervention and stimulability therapy
What is phonemic awareness
The child needs to produce the individual speech sounds.
Can the child HEAR IDENTIFY AND MANIPULATE individual speech sounds in words.
26 letters of the alphabet and each of the letter has a sound
44 individual speech sounds
Toy - 2 sounds
House - h ow s
Shop - I can hear 3 sounds Sh o p
What is a Diagraph (letter)
2 letters making up one sound
2 letters make one sound
What is a diphone
Diphone -
If phoneme means one sound such a c t b d g m
Or 44 phoneme hence PHONEME AWARENESS!
Then diphone is 1 letter makes 2 sounds.
English is not 26 letter and 26 sounds
It has 44 individual speech sounds
Examples of phonological awareness manipulation?
( teachers do this while they have a min to spare in the line!) they take up every opportunity!
Use marker - onset and RIME - phonological awareness
And another is get the child to give you a word which rimes with cat.
The word bat - change the b to a m - we are getting the child to manipulate the sounds - phonological awareness
