DEVELOPMENT OF ARTICULATION AND PHONOLOGY SKILLS

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• DEVELOPMENT OF ARTICULATION AND PHONOLOGY SKILLS

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Some information from

• Bernthal, J.E., Bankson, N.E., Flipsen, P.
  (2009). Articulation and phonological disorders
  Speech sound disorders in children (6th ed.).
  Boston Pearson Education.

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Other specific sources

• Justice, L.M. (2010). Communication sciences and
  disorders A contemporary perspective (2nd ed.).
  Boston Allyn Bacon.
• Nelson, N.W. (2010). Language and literacy
  disorders Infancy through adolescence. Boston
  Allyn Bacon.
• Kaderavek, J. (2011). Language disorders in
  children Fundamental concepts of assessment and
  intervention. Boston Allyn Bacon.
• Owens, R.E., Metz, D.E., Farinella, K.A.
  (2011). Introduction to communication disorders
  A lifespan evidence-based perspective (4th ed.).
  Boston Pearson Publishing.

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I. DEVELOPMENT IN INFANTS

• A. Introduction

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II. INFANT SPEECH PRODUCTION

• Stage 1Phonation StageBirth-1 mo.

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Owens, Metz, Farinella 2011
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Owens, Metz, Farinella, 2011 (continued)
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(No Transcript)
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• Stage 2Cooing and Gooing2-3 mos.
• Stage 3Exploration and Expansion-4-6 mos.

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• Stage 4Canonical/Reduplicated Babbling7-9 mos.
• Stage 5Variegated Babbling10-12 mos.

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III. TRANSITION PERIOD

• Prelinguistic?linguistic phonological development
• Protowords/vocables

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IV. FIRST REAL WORDS MEANINGFUL SPEECH
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V. SOUND SYSTEM DEVELOPMENT

• A. Single Phonemes
• 1. Cross-sectional studies
• Age of development 50 of children produce
  sound accurately
• Age of mastery 75-90 of children produce sound
  accurately
• By 30 years /h, w, m, n, b, p, f/
• By 40 years /d, t, k, g, ng j/
• By 60 years /l, dj, ch, sh, v/
• By 80 years everything!
• 2. Longitudinal studies

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B. Consonant Clusters

• Very little information
• Earliest
• Latest

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C. Vowels
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VI. COMMON ERRORS

• A. Liquids
• B. Nasals

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C. Alveolar and Palatal Fricatives and Affricates
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D. Glides
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E. Labial and Dental Fricatives
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F. Stops
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G. Consonant Clusters

• Obstruents stops, fricatives, affricates
  (everything except glides, liquids, and nasals)
• usually clusters are reduced to the
  obstruent
• Obstruent /w/ clusters reduced to the obstruent
• tin/twin kak/quack
• Obstruent /l/ clusters reduced to the obstruent
• Fing/fling gad/glad

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• Obstruent /r/ clusters reduced to obstr.
• Clusters with /s/ consonant reduced to /w/,
  nasal, or stop component of the cluster
• Three-member clusters (e.g., squirrel) usually
  reduced to the stop

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VII. INTELLIGIBILITY OF SPEECH

• (please memo for test chart p. 187)

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VIII. NORMAL DEVELOPMENT PHONOLOGICAL
PROCESSES

• (chart p. 185- know in detail for test)

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IX. SCHOOL YEARS PHONOLOGICAL AWARENESS
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(No Transcript)
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Aspects of phonological awareness

• Sound blending
• Rhyming
• Alliteration

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• Phoneme isolation
• Sound segmentation
• Syllable identification

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Justice, Gillon, Schuele, 2009 Phonological
awareness Description, assessment, and
intervention (In Bernthal et al.)
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Justice et al 2009 stated that