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?
