Dev. of Speech Sounds - Ch. 4*** Flashcards
When gathering case histories always ask about __________/sucking/__________ problems
When gathering case histories always ask about feeding/sucking/swallowing problems
Owens, Farinella, & Metz 2015
initially newborns cry on both ___________ and exhalation
the exhalation phase gradually increases
crying helps ch become accustomed to air flow across ________ ________
this early stimulation is necessary because speech sounds originate at the ___________ level
however, noncrying sounds are much more important in the development of __________
these sounds are usually produced during feeding or in response to ____________
Owens, Farinella, & Metz 2015
initially newborns cry on both inhalation and exhalation
the exhalation phase gradually increases
crying helps ch become accustomed to air flow across vocal folds
this early stimulation is necessary because speech sounds originate at the laryngeal level
however, noncrying sounds are much more important in the development of speech
these sounds are usually produced during feeding or in response to caregivers
infraphonological stage 1 - phonation at ______ to __ months
fussing, crying, coughing, sneezing, burping
stage 2 - _________ articulation from __ -__mos
_____ and _____ happen (vocalizations produced at back of oral cavity)
stage 3 - ____________ from __ - __mos
vocal _______, exploration, full _________
stage 4 - __________ babbling from __ - ___mos
_____________ babbling - same syllable /bababa/
_____________ babbling - /gadome/
infraphonological stage 1 - phonation at birth to 2 months
fussing, crying, coughing, sneezing, burping
stage 2 - primitive articulation from 1 - 4mos
goo and coo happen (vocalizations produced at back of oral cavity)
stage 3 - expansion from 3-8mos
vocal play, exploration, full vowels
stage 4 - cannonical babbling from 5-10mos
reduplicated babbling - same syllable /bababa/
variegated babbling - /gadome/
III. INTEGRATIVE STAGE**
- Onset of speech; may last till ___ mos. old, include first true ________
- _________: meaningful words combined with non_____________ babbled sounds
- ___________: Sequenced but nonmeaningful syllables produced with adult-like _________
III. INTEGRATIVE STAGE**
- Onset of speech; may last till 18 mos. old, include first true words
- Jargon: meaningful words combined with nonmeaningful babbled sounds
- Gibberish: Sequenced but nonmeaningful syllables produced with adult-like prosody
IV. TRANSITION PERIOD: PROTOWORDS
considered the _______ between babbling and adult-like speech
tied to a specific __________
often accompanied by a specific _________
they are vocalizations consistently produced under specified stimulus conditions
not based on recognizeable ________ models
not ________ words
IV. TRANSITION PERIOD: PROTOWORDS
considered the link between babbling and adult-like speech
tied to a specific context
often accompanied by a specific gesture
they are vocalizations consistently produced under specified stimulus conditions
not based on recognizeable adult models
not true words
V. FIRST REAL WORDS: MEANINGFUL SPEECH**
–1. _________—consistently produced
–2. Used in a particular ___________ context
–3. Must resemble the ________ form
–4. predictable ____________ (e.g., adult reaction)
V. FIRST REAL WORDS: MEANINGFUL SPEECH**
–1. Stable—consistently produced
–2. Used in a particular stimulus context
–3. Must resemble the adult form
–4. predictable consequence (e.g., adult reaction)
VI. SOUND SYSTEM DEVELOPMENT**
•A. Single Phonemes
–Age of development: 50% of children produce sound accurately
–Age of mastery: ____ - ____% of children produce sound accurately:
VI. SOUND SYSTEM DEVELOPMENT**
•A. Single Phonemes
–Age of development: 50% of children produce sound accurately
–Age of mastery: 75 - 90% of children produce sound accurately:
Mastery–I am very interested in this info for test 1 (p.168)
by __ yrs: /b,p,m,t,g,d,n,f,k,w,h,ŋ/
__-__ yrs - /j, ʃ, tʃ, l, s, r, v, z, θ, ð/
Mastery–I am very interested in this info for test 1 (p.168)
by 3 yrs: /b,p,m,t,g,d,n,f,k,w,h,ŋ/
5-7 yrs - /j, ʃ, tʃ, l, s, r, v, z, θ, ð/
B. Consonant Clusters (know list pg.164)
stop clusters (bl-) are mastered _________ than fricative clusters (fr-)
2-element clusters produced _________ 3-element clusters
correct production of some 3-member clusters not mastered until around age __ (squirrel, string)
B. Consonant Clusters (know list pg.164)
stop clusters (bl-) are mastered earlier than fricative clusters (fr-)
2-element clusters produced before 3-element clusters
correct production of some 3-member clusters not mastered until around age 9 (squirrel, string)
p.164 bullets for test 1
two year olds may produce ___-___% of clusters correctly, word ________ consonants more correct that word initial ones.
learning to produce grammatical ___________ tends to coincide with learning to produce ___________
by the end of third year, children may produce up to ___% of consonant clusters correctly
by end of seventh year, children produce up to ___ to ___% of consonant clusters correctly
p.164 bullets for test 1
two year olds may produce 20-32% of clusters correctly, word final consonants more correct that word initial ones.
learning to produce grammatical morphemes tends to coincide with learning to produce clusters
by the end of third year, children may produce up to 86% of consonant clusters correctly
by end of seventh year, children produce up to 95 to 98 of consonant clusters correctly
C. Vowels
most vowels develop early (__-__yrs)
exceptons: /r/ vowels - between __-__ yrs or later
hearing impaired ch have difficulty
C. Vowels
most vowels develop early (1-2yrs)
exceptons: /r/ vowels - between 4-6yrs or later
hearing impaired ch have difficulty
VII. COMMON ERRORS
liquids - w/l, w/r
deletion in word-________ and word-_______ position
nasals - n/ŋ (word-final position)
alveolar and palatal fricatives and affricates
___________ of /s/-initial toʊp/soʊp
stopping of other fricatives and affricates, esp. in word-initial position du/ʃu
__________ distortions of /s/ - θiŋ/siŋ
______________ of /tʃ/ - ʃu/tʃu
VII. COMMON ERRORS
liquids - w/l, w/r
deletion in word-initial and word-final position
nasals - n/ŋ (word-final position)
alveolar and palatal fricatives and affricates
stopping of /s/-initial toʊp/soʊp
stopping of other fricatives and affricates, esp. in word-initial position du/ʃu
dental distortions of /s/ - θiŋ/siŋ
deaffrication of /tʃ/ - ʃu/tʃu
common errors cont.
glides - deletion of /_/ for /w/
substitution of _/j and _/j
(lellow/yellow, hes/yes)
labial dental fricatives - f/θ, s/_, b/v, d/_
stops - deletions of word final stops and fronting of velars
tæt/kæt, dʌn/gʌn
consonant clusters
- usually clusters are reduced to the obstruent***
- Obstruent + /w/ clusters reduced to the obstruent
- tɪn/twɪn kæk/kwæk
- Obstruent + /l/ clusters reduced to the obstruent
- fiŋ/fliŋ gæd/glæd
in consonant clusters usually /_/ and /r/ are deleted
common errors cont.
glides - deletion of /j/ for /w/
substitution of h/j and l/j
(lellow/yellow, hes/yes)
labial dental fricatives - f/θ, s/θ, b/v, d/ð
stops - deletions of word final stops and fronting of velars
tæt/kæt, dʌn/gʌn
consonant clusters
- usually clusters are reduced to the obstruent***
- Obstruent + /w/ clusters reduced to the obstruent
- tɪn/twɪn kæk/kwæk
- Obstruent + /l/ clusters reduced to the obstruent
- fiŋ/fliŋ gæd/glæd
in consonant clusters usually /s/ and /r/ are deleted
VIII. INTELLIGIBILITY OF SPEECH
•By __ years old, most typically-developing ch are nearly ___% understandable
p.175 chart
__-__mos = 25-50%
2-3yrs = 50-___%
4-5yrs = 75-___%
5yrs+ = 90-___% (maybe a few errors)
VIII. INTELLIGIBILITY OF SPEECH
•By 5 years old, most typically-developing ch are nearly 100% understandable
p.175 chart
19-24mos = 25-50%
2-3yrs = 50-75%
4-5yrs = 75-90%
5yrs+ = 90-100% (maybe a few errors)
A. Processes Disappearing by 3 yrs.
FCD, ___________, unstressed syllable deletion, _______ fronting, __________, consonant assimilation
B. Processes Persisting After 3 yrs.
___________ (substitution of vowel for liquid), final devoicing (raʊs for rauz), __________ (bəlæk/blæk), stopping, metathesis (ax for ask), prevocaic devoicing, cluster reduction, __________
A. Processes Disappearing by 3 yrs.
FCD, reduplication, unstressed syllable deletion, velar fronting, diminutization, consonant assimilation
B. Processes Persisting After 3 yrs.
vocalization (substitution of vowel for liquid), final devoicing (raʊs for rauz), epenthesis (bəlæk/blæk), stopping, metathesis (ax for ask), prevocaic devoicing, cluster reduction, gliding
