Articulation Chapter From Previous Book
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The document discusses various topics related to assessing articulation and phonological disorders, including the differences between screening and diagnostic tests, spontaneous vs imitative responses, stimulability, scoring tests, types of errors, age of acquisition, intelligibility, defining speech disorders, frameworks for analysis, types of articulation tests, special purpose tests, articulation vs phonological disorders, phonological processes, tools for analysis, speech sampling, dialectal differences, and components to include in an initial diagnostic report.
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1) Speech development in children typically follows similar patterns from ages 2-5, starting with 50 words at age 2 and acquiring most sounds by age 4-5.
2) Common speech errors in early development include omitting final consonants and consonant clusters, repeating syllables, and omitting certain sounds like 'th' and 'r'.
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Phonetics and phonology are both linguistic fields that are interested in the role of sound in language. The importance of learning phonetics and phonology for someone whose first language is not English is paramount.
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Phonetics & phonology
Phonetics is the study of speech sounds, including how they are produced (articulatory phonetics), transmitted (acoustic phonetics), and perceived (auditory phonetics). Phonology examines how speech sounds are organized and relate to one another based on systems of phonemes and allophones according to phonological rules and processes such as assimilation, dissimilation, insertion, and deletion. Key distinctions between consonants and vowels include place and manner of articulation for consonants versus tongue placement, height, lip rounding, and tenseness for vowels.
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The document provides examples of different phonological processes including:
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2. Deletion where speech sounds are omitted, including initial consonant deletion, final consonant deletion, and weak syllable deletion. Examples of each are listed.
3. Cluster reduction where consonant clusters are reduced to a single consonant, with examples like "spoon" being reduced to "poon".
4. Fronting and backing where speech sounds are substituted, such as velar sounds being replaced by alveolar sounds in fronting or non-velar consonants being replaced by velar
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The document provides an overview of common English spelling and phonics rules. It begins by defining terms like consonants, vowels, syllables and suffixes. It then lists several rules for determining whether vowels are long or short based on their position in a word or syllable. These include rules about vowels between consonants, vowels at the end of a word or syllable, vowels followed by r, and vowels preceded by certain letter combinations. The document concludes by giving examples of long and short vowel words that illustrate each rule.
Phonological processes phonetics ii
This document discusses several key concepts in phonetics and phonology:
Phonetics is the study of speech sounds and their acoustic properties, while phonology examines how sounds function and pattern in a language.
Phonemes are the smallest units of sound in a language that can distinguish meaning. For example, the phoneme /p/ in English can be pronounced as aspirated, unaspirated, or unreleased depending on context.
Phonological processes like linking, elision, haplology, metathesis, and assimilation describe how sounds change or are simplified in connected speech. For instance, linking joins consonants to following vowels, while assimilation transfers features between adjacent sounds.
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This document discusses assimilation, which is when the pronunciation of a sound is affected by neighboring sounds. It provides examples of different types of assimilation including regressive, progressive, and coalescent assimilation. It also describes rules for how consonant and voicing sounds assimilate in terms of place and manner of articulation in English. Specific examples are given for how assimilation affects pronunciation of plurals, possessives, verbs, and other parts of speech.
Ling101 phonological rules
Phonological rules describe how phonemes are realized as allophones based on neighboring sounds. They are written as X->Y/W_Z, where X becomes Y between sounds W and Z. Assimilation rules make a sound more similar to a neighboring sound, either anticipatory or perseveratory. Dissimilation rules make a sound less similar to neighbors. Neutralization rules result in loss of phonemic distinction. Other rules involve fortition, lenition, epenthesis, deletion, and metathesis.
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1. Phonology studies the distribution and interaction of sounds in a language, as well as how speech sounds are organized. It examines which sounds are predictable and the context that predicts them.
2. Phonetics studies how speech sounds are physically produced and perceived, while phonology studies how they are organized in a language.
3. Phonemes are abstract sound categories that underlie predictable phonetic variations called allophones. Choosing the underlying phonemic representation considers factors like naturalness, similarity between sounds, and how well it fits the language's patterns.
4. Phonological rules describe the environment where one sound becomes another, linking
Phonological processes
1) Phonological processes are sound changes that occur in spoken language. This document discusses several English phonological processes including aspiration of consonants, flapping of /t/ and /d/, vowel lengthening before voiced consonants, and assimilation which causes sounds to become more similar to neighboring sounds.
2) The document also covers sound changes involving insertion, deletion, or modification of sounds within words through processes like epenthesis, metathesis, apocope, syncope, and apophony which involve internal changes to indicate grammatical information.
3) Examples of sound changes from other languages like Spanish and Tagalog are provided to illustrate how these phonological processes can vary across languages.
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The document discusses various phonological processes that occur in the English language. It defines phonological processes as the natural changes that occur in language sounds over time. Some key phonological processes discussed include linking, where sounds are connected between words; elision, where sounds are omitted to aid pronunciation; assimilation, where speech sounds take on attributes of surrounding sounds; coalescence, where two sounds merge into one; haplology, where similar syllables are reduced; and gemination, where consonants are prolonged. Examples are provided for each process to illustrate how they affect English pronunciation. It is important for English language learners to understand these processes as they allow students to improve fluency and precision in oral production.
The rules of phonology
Phonological rules are part of a speaker's knowledge of their language. They describe predictable changes in sounds and allow for more concise representations. Some key rules discussed include assimilation rules, which make sounds more similar to neighbors; vowel nasalization before nasal consonants; addition of features like aspiration; deletion or insertion of segments; and metathesis, or reordering of sounds. Phonological rules function to derive the phonetic form from an underlying phonemic representation. Speech errors provide evidence that these rules operate in language production.
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SSP Overview for School Leaders and Curriculum Planners, with Research FocusRead Australia (Wiring Brains Education)
This document discusses the importance of phonemic awareness in learning to read. It provides research evidence that phonemic awareness is the strongest predictor of reading success and the lack of phonemic awareness makes learning to read very difficult. Phonemic awareness involves being able to hear and manipulate the individual sounds in spoken words. The document emphasizes that phonemic awareness can be developed in children through activities that encourage exploring and manipulating sounds in language. Screening for phonemic awareness is important to identify any children who may need additional support. Providing systematic phonics instruction integrated with other reading instruction in phonemic awareness, fluency and comprehension can create an effective reading program.Underlying nature of specific language impairment
This summary provides an overview of the key points and hypotheses discussed in the document:
1. The document discusses several hypotheses to explain specific language impairment (SLI) in children, including the hypothesis that SLI results from an impairment in the output processes involved in converting linguistic knowledge into speech.
2. It evaluates evidence for and against viewing speech sound errors in SLI children as resulting from an output disorder versus deficits in auditory perception or phonological learning. Error analysis and patterns of associated motor deficits provide some support for output explanations but are not definitive.
3. The document analyzes different types of speech errors seen in SLI children and how they relate to theories of perceptual, learning, or output deficits.
Reading Disabilities for Medical Professionals
This document discusses reading disabilities and provides information on causes, prevalence, assessments, and processing challenges. Some key points include:
- Reading disabilities are the most common learning disorder and can cause behavioral/emotional problems if left untreated.
- Factors like low birth weight, premature birth, neurological problems, and other health conditions may increase the risk of reading disabilities.
- Assessments of phonological awareness, rapid naming, working memory, and other language skills are important for identifying processing challenges underlying reading disabilities.
- National studies found around 20-30% of children face significant challenges learning to read.
epilepsy assessment
- Many children with epilepsy experience academic and behavioral problems related to their condition or treatment. Educational assessment is important to identify specific issues and provide appropriate support.
- Testing evaluates cognitive abilities, processing skills, academic achievement, language skills, memory, and other areas that may be affected. This helps determine appropriate educational interventions and services.
- Children with epilepsy often qualify for special education under categories like learning disability, developmental delay, or other health impairment if they meet eligibility criteria related to how their condition adversely impacts educational performance.
Dr. M. Enamul Hoque- Components of language
The five main components of language are phonemes, morphemes, lexemes, syntax, and context. Along with grammar, semantics, and pragmatics, these components work together to create meaningful communication among individuals.
Apraxia, aphasia assessment and their management
1. Apraxia of speech is a motor speech disorder that causes difficulties in saying words correctly and consistently due to problems with planning and programming the movements needed for speech.
2. It is caused by neurological damage, often from stroke or head injury, and affects the motor planning areas of the brain rather than the muscles of speech.
3. Treatment focuses on relearning the motor aspects of speech through tasks to improve sound production, prosody, rate, and consistency of errors.
Clinical linguistics (presentasi 1)
This document discusses developmental phonological disorder (DPD). It provides information on the epidemiology and etiology of DPD, including that it affects more boys than girls and has genetic factors. The document also discusses phonological assessment of DPD, including using case history and standardized tests to evaluate sounds in error and phonological patterns. Methods of phonological intervention for DPD are also addressed, including using developmental models or focusing on intelligibility when selecting sounds to target.
Case Study Student Ashley Age 7 years, 4 months
Case Study
Student: Ashley Age: 7 years, 4 months
Review of Previous Assessments:
Ashley was previously assessed in when she was 5. The results of that
evaluation indicated a moderate to severe delay in the areas of receptive
language, expressive language, oral-motor control, and articulation. She has
been receiving speech and language therapy for these deficits.
Assessment Techniques:
Informal observation and language sampling, as well as standardized
instruments, were used to assess articulation, voice, fluency, pragmatic,
receptive and expressive language skills. Standardized instruments used
included the Clinical Evaluation of Language Fundamentals - 3, (CELF-3), the
Test of Auditory Processing, (TAPS), Assessing Semantic Skills Through
Everyday Themes, (ASSET), and The Assessment of Phonological Processes -
Revised, (APP-R). Ashley appeared to be cooperating to the best of her ability
during the testing session.
Test Standard Score
CELF-3 Receptive Language 74
Expressive Language 74
Total Language 74
TAPS Auditory Number Memory - Forward 4
Auditory Number Memory - Reversed 4
Auditory Sentence Memory 6
Auditory Word Memory 4
Auditory Interpretation Directions 8
Auditory Word Discrimination 4
Auditory Processing 4
Auditory Quotient 63
ASSET Receptive Total 92
Expressive Total 110
Total Test 102
Articulation/Oral Motor Skills:
The Assessment of Phonological Processes - Revised was administered to
assess development of phonological processes. Ashley demonstrated a
phonological deviancy score of 63 with a severity interval of profound. The
phonological analysis indicated pattern deviations of consonant sequences,
stridents, velars, liquid /l/ and liquid /r/.
A cursory oral-peripheral examination revealed that structure of the oral
mechanism was intact and symmetrical. Function appeared limited for
development of verbal communication skills. Ashley demonstrated difficulty in
executing volitional movements of tongue elevation, both within and when
protruding from the mouth, in moving the tongue up and down in the mouth, in
protruding the tongue and moving it from side to side, and in touching the tongue
to various locations on the hard and soft palate
Fluency/Voice:
Fluency of conversational speech and vocal quality, pitch, and loudness were
observed to be appropriate for age and gender.
Receptive Language:
The CELF-3 receptive portion was administered to determine Ashley’s ability at
understanding the language presented to her. Ashley achieved a standard score
of 74. She was able to demonstrate understanding of the linguistic concepts of
inclusion/exclusion (not, except, all), coordination (and) and conditional (instead
of, until, when). She had difficulty with the concepts that were temporal (after,
before) and quantitative (all, some, any one, all but one, first). She also
demonstrated adequate u ...
Language
The document discusses several theories of language acquisition including behaviorism, nativism, and interactionism. It also discusses different programs and approaches to language intervention for children with language delays or disabilities, including the DISTAR language program, interactive learning programs, and the Semel Auditory Processing Program. Direct teaching and child-centered approaches are also mentioned.
Speech
At the beginning of the document, the speaker discusses speech development and how speech sounds are described. The speaker then covers speech terminology such as phonemes, graphemes, and the International Phonetic Alphabet. The document discusses how speech sounds are produced in terms of place and manner of articulation, as well as voiced vs voiceless sounds. It provides examples of typical phonological processes in early speech development and how these simplify words. The document concludes by discussing speech sound assessments and interventions.
SLI.pptx
specific language impairment is language impairment and delay in children. language has 5 components like morphology, syntax, phonology, semantics and pragmatics. any deficit in these components can lead to specific language impairment.
early intervention for language disorder is always recommended for faster recovery and better outcome results.
Speech defects and speech
This document discusses speech disorders, including their causes, symptoms, diagnosis, and treatment. It defines different types of speech disorders such as stuttering, cluttering, dysprosody, and articulation disorders. It also outlines assessments used to diagnose speech disorders and treatments including speech therapy, which involves exercises to strengthen oral muscles and techniques to improve communication. Early treatment is emphasized to prevent conditions from worsening and improve outcomes.
Language
The document discusses language production and summarizes key points in 3 sentences:
Language production involves conceptualizing thoughts, formulating linguistic plans by selecting words and structures, and implementing plans through articulation. Evidence from eye movements, slips of the tongue, and self-repairs suggests language production involves parallel planning at multiple linguistic levels from meaning to sounds. Models of speech production propose different views on whether planning proceeds incrementally from smaller units or begins with larger syntactic structures.
Development of Language & Communication Skills.pptx
The document discusses theories of language development in children. It describes the nativist view that children are biologically programmed with an innate language acquisition device. It also describes the interactionist perspective that both biological and environmental factors interact during development. Children reach linguistic milestones at similar ages across cultures, suggesting biological influences, but they learn language through social interactions like turn-taking, child-directed speech, and receiving negative feedback on errors. Overall, the development of language is viewed as the product of both innate predispositions and environmental experiences.
Presentation for China Forum (1).ppt
This document discusses principles and strategies for successful dialect modification and accent reduction among ethnocultural groups. It provides information on communication components and defines key terms like dialects, accent reduction, and code switching. The document also outlines phonological and grammatical features of African American English and discusses fundamental facts about articulation and improving articulation through accurate sound production, sufficient breath support, and completeness. Sites for articulation practice are also presented.
Conversational repair
The document discusses conversational repair and presuppositions in child language development. It describes how children at different stages will repair a misunderstood message by revising speech sounds, words, or grammar. The ability to effectively engage in repair develops with more sophisticated language skills. Presuppositions, or assumptions about shared knowledge with the listener, also emerge gradually as children's language advances. The document also examines repair in conversations involving speakers with aphasia and how slowed speech rates can improve comprehension.
Why call them Speech Sound Pics ? The SSP Approach
Why are phonemes called Speech Sound Pics within the SSP Approach?
The Reading Whisperer explains.
www.facebook.com/readaustralia
The Role of Discourse Context in Developing Word Form Representations
The document summarizes two experiments that examined how children learn new word representations when words are presented in context versus in isolation. In Experiment 1, children read unknown words aloud either in context or in isolation without feedback and were later tested on their ability to read the words in isolation. Results showed that children read words more accurately when presented in context but did not retain the words better when tested later in isolation. The study aimed to understand how context influences attention to word forms during learning.
summer2015posterfinal
The document outlines next steps and hypotheses for a study investigating how tactile and touch cues influence infants' ability to learn novel words for body parts. It plans to complete testing and analysis of subjects ages 4-6 months and 9-10 months to determine if more subjects are needed. It also plans a control experiment without exposure to determine what drives longer looking to body part videos. The study aims to see if infants receiving consistent speech+touch exposure during training map words better than those receiving inconsistent exposure. It describes the subjects, design, stimuli, and procedure which exposes infants to speech streams paired with touch to target words referring to body parts, then tests their word learning using a preferential looking procedure.
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Articulation Chapter From Previous Book
- 1. Thought for the week... The one being carried does not realize how far away the town is. Nigerian Proverb
- 2. Articulation Testing “I’m” going to show you some pictures and I want you to tell me what you see…”