Typical Development of Prelinguistic Vocalization
|
|
- Reginald Peters
- 7 years ago
- Views:
Transcription
1 Typical Development of Prelinguistic Vocalization Patterns Across Languages Bilinguistics, Inc. This course is offered by Bilinguistics, an ASHA Approved CE Provider Content Area: Basic Communication Processes Instructional Level: Intermediate Continuing Education Units:.1 Objectives: Participants will be able to demonstrate knowledge in and identify: Basic acquisition of speech sounds at the pre-linguistic level Sound acquisition norms that are universal to all languages Common consonant and vowel patterns that are produced during babbling An understanding of suggested stages of sound acquisition Frequency of initial consonant use and consonant-vowel co-occurrence 1
2 Introduction The development of the sound system leading up to the production of words has been well documented (Oller, 1980; Stark, 1980; Vihman, Macken, Miller, Simmons, & Miller, 1985; Vihman, Ferguson, & Elbert 1986). Data exist concerning the order in which speech sounds and sequences emerge (Davis, & MacNeilage, 1995; Elbers, 1982), the make-up of sound segments (Nathani & Oller, 2001; Mitchell & Kent, 1990), as well as the function of the speech mechanism when producing sounds (Davis & MacNeilage, 1995; MacNeilage, Davis, Kinney, & Matyear, 2000). An understanding of typical speech development is essential in order to identify the differences in early vocal development when a disorder is present (e.g. loss of hearing), and to understand when developmental processes are influenced by a second language. For the purpose of this paper, speech development will be categorized and defined as, pre-linguistic vocalizations and canonical babbling. Pre-linguistic vocalizations refer to vegetative and non-vegetative sounds. Canonical babbling refers to patterned, minimally consonant-vowel (C-V) combinations such as CV, VC, or CVCV that meet the rhythmic requirements for sounding speech-like (Oller, 1980). Canonical babbling will include all vocalizations traditionally defined as reduplicated and variegated sequences meeting the timing requirements for being perceived as speech-like. The Emergence of the Sounds of Speech The complexities of speech find their roots in the simplified sounds produced by infants as young as six months of age (Nathani & Oller, 2001). Previously, it was accepted that infant vocalizations that are recognizable as speech were not connected to sound patterns in first words. However, this idea of discontinuity, as first suggested by 2
3 Jakobson in 1941, has been refuted by recent research showing continual development from babbling through to speech (Vihman et al., 1985). In both babbling and early words, stop consonants (e.g. /b/,/d/) are frequent and there is an absence of consonant clusters (Nathani & Oller, 2001). With research on the emergence of sounds in speech in infancy, Oller (1980) created a hierarchy of pre-linguistic speech development that continues to be widely accepted. His goal was to include the many characteristics of spoken languages and provide a way for any infant sound to be described in terms of crucial speech parameters (Oller, 1980). He realized this by analyzing aspects of speech such as pitch, tone, quality, and timing instead of relying heavily on phonological transcription (Oller, 1980). Earlier, empirical research in the 1940s (e.g. Jakobson) failed in its attempt to find relations between adult and infant speech patterns due to strict use of phonetic transcription (Nathani & Oller, 2001). Previously, speech-like (i.e. ba) and non-speech-like (i.e. a burp) sounds were collapsed into the same category using the International Phonetic Alphabet (IPA), which made any difference or similarity indistinguishable. Therefore, Oller analyzed speech based on larger properties and defined five stages of speech development occurring in the first year of life. 3
4 Table 1: The Emergence of the Sounds of Speech in Infancy. Stage Age (in months) Type Stage 1: The Phonation Stage 0-1 Vowels, consonants, throaty sounds, and phonation with a closed mouth Stage 2: The Goo Stage Stage 3: The Expansion Stage Stage 4: The Canonical Stage Stage 5: The Variegated Babble Stage Note: Adapted from Oller (1980). 2-3 Velar (/k/ and /g/) consonants 4-6 Strong vowels, bilabial trills, squeals, growling 7-10 Patterned, consonant-vowel combinations, reduplicated babble (mama), and nonreduplicated (ada) Diverse babble (bada), gibberish, intonation Speech development begins when babbling takes on adult-like prosody and form (Nathani & Oller, 2001). Babbling, as defined by Oller (1980), begins at a stage where consonant and vowel sequences conform to rhythmic patterns perceived as speech-like in timing. Prior to babbling, the precanonical sound qualities such as grunts, squeals, and gooing (Stages 1,2, & 3), are most likely reflexive or accompany distress. These sounds do not follow any linguistic rules and do not make use of the full potential of the vocal tract (Nathani & Oller, 2001). En route to producing discernable words, canonical babbling begins at around seven months (Oller, 1980). The timing characteristics of a child s speech become relatively rigid and syllable structure begins to resemble mature language. Productions are either non-reduplicated (/abid/) or reduplicated (/mama/) and may be perceived by adults as words (Oller, 1980). The progression from canonical to variegated babble marks a giant shift from prelinguistic to linguistic behavior (Mitchell & Kent, 1990). Repetitive sound clusters 4
5 diminish and there is an increase in the variety of consonants and vowels within utterances (Mitchell & Kent, 1990). Perceivable changes in intonation (Elbers, 1982 ) are accompanied by phonetically-varied reduplicated (dudududu) and non-reduplicated (dudi) forms (Mitchell & Kent, 1990). Diphthongs emerge as well as jargon that resembles the ambient language (Elbers, 1982). While Oller s explanation of emerging sounds is widely accepted, some researchers feel that speech development cannot easily be divided and categorized. Stark (1980) suggested that so much development is occurring simultaneously during the canonical and expansion stages (Oller Stages 3 and 4) that linguistic development around twelve months cannot be divided. In her assessment of speech development within the first year (See following table), Stark (1980) demonstrated that speech development could be illustrated logically using four stages. Stages 1 through 3 mirror the work done by Oller (1980) but stage 4 is a combination of the canonical and variegated babble stage. In Stage 4, the infant is making use of CV patterns, reduplicated and non-reduplicated babble, gibberish and intonation. There is not one fixed point in time where one process ends and another replaces it. Stark argues that there is a transition between vocalizations and employing sounds in a speech-like manner (Stark, 1980). 5
6 Table 2: Speech Development in the First Year. Stage Class Type 1 Vegetative function Crying, fussing, nasal (closed mouth) phonation 2 Cooing sounds First voicing, pleasure, laughter, nasal sounds, velar sounds 3 Vocal play Vocalic and consonant elements, frication, nasal murmurs 4 Mastery of speech-like activity Babbling, controlled CV transitions, reduplicated and non-reduplicated sounds Note: Adapted from Stark (1980). Babbling is the culmination of development that precedes meaningful speech (Vihman et al. 1985). In a typically developing child, babbling begins around 7 to 10 months and speech emerges from this initial use of consonant and vowel structures. However, in a child who is hearing-impaired, development is not only delayed but may have a unique pattern. When investigating these differences in a child with hearing impairment, one must first understand why speech develops in typically developing children. Theories on Speech Development Theories vary widely accounting for how and why the speech mechanism develops to eventually produce meaningful speech. While it is now generally accepted that sound qualities in canonical babbling are continuous with sound qualities in the early word period (Vihman et al. 1985), there are varying theories as to why pre-verbal vocalizations and canonical babbling take place. 6
7 In order to account for babbling s influence on speech, a theory must take into account the reduplicated, dependable nature of babbling, the maturation of the sound system in proportion to growth, the adult-like speech it imitates and then becomes, and the universal nature of babbling in its initial stages. Davis et al. (2002) address these issues biologically in terms of the frame/content theory. The content (consonants and vowels) of an utterance is placed within a frame (oscillation of the mandible). The movement of the frame is believed to have emerged from reflexive motions of ingestion such as eating and sucking. Vowels (V) evolve from the open aspect of mandibular movements where as the closing phase creates a consonant (C) (Davis et al. 2002). Canonical babbling, once again, is a sequence of successive syllables, and is characterized by both reduplication and variegation in vocal sequences (Stark, 1980; Elbers, 1982; Oller, 1980). In tying frame/content to babbling s relation to speech, rhythmic open and closed states (CV or VC) create a temporal regularity that is perceived by adults as speech-like (MacNeilage & Davis, 1990). As maturation changes the physical articulatory structures, babbling is enhanced. In canonical babbling s initial stage, the tongue and lips are seldom employed, relying on the mandible for the full range of motion (Davis & MacNeilage, 1995). Changes in amplitude of the mandibular cycle would result in height changes for vowels (e.g. [ae] verses [i]) and manner changes for consonants (e.g., [d] versus [j]) (Davis & MacNeilage; 3, 1995). Alternations between oral and nasal sounds appear when control is gained over soft palate closure. The basis of babbling exists within the timing and development of the action and not in descriptions of phonological representations (Davis & MacNeilage, 1995). 7
8 Biological assertions relating physical movements to speech cannot be language specific or dependent. That is to say, results should be universally challengeable and provide similar outcomes across an array of ambient languages. MacNeilage et al. (2000) suggest that in early development an infant babbles in similar patterns regardless of ambient language. In their study on serial organization in infants across languages, MacNeilage and colleagues (2000) explore consistencies in babbling productions and compare data across languages. Six language populations (English, French, Swedish, Japanese, Brazilian Portuguese, & Quichua) and one infant with deafness who had received a cochlear implant were studied, yielding babbling patterns that contain some universal consistencies (MacNeilage et al. 2000). The frame/content theory suggests that it is initially important to understand the frame (mandibular oscillation) that establishes the rhythmic alteration between consonants and vowels. The content (vowel and consonant) of each oscillation can then be scrutinized separately and quantified in syllables (CV, VC) that each content pair forms (MacNeilage et al. 2000). Consistencies in babbling have been reported across different language populations and one implanted child (MacNeilage et al. 2000). These consistencies are also present when hearing-impairment and language differences are combined (Moore et al. 2007). Speech Content The fundamental questions for interventionists relate to what vocalization patterns occur at what age relative to typical developmental expectations, as well as what might be the cause if a child is not producing these vocalization patterns. These questions are addressed by identifying the type, number, and developmental sequence of vowels and 8
9 consonants within a child s repertoire. Independent research studies have described the content and framework of early speech and collectively offer a greater understanding of babbling and its developmental sequence. Vowels Vowels exceed the number of consonants produced during babbling for most children (Davis & MacNeilage, 1995). While no vowel pattern characterizes every child (Davis & MacNeilage, 1995), certain tendencies exist universally. Children who are babbling have a propensity to use mid-front (head), low-front (had), and central vowels (hut)(davis & MacNeilage, 1995). As illustrated in the vowel chart below, a vowel s designation is derived from the manner (height) in which the jaw is open and the position of the tongue (front to back) when the vowel is produced. There is a tendency for children to begin producing front vowels and shift back in the mouth as maturation occurs (Oller, 1980). Low back vowels are not often produced until later in development (Oller, 1980). Although vowels represent a greater portion of an infant s utterances, it is the consonant that is usually interpreted as carrying the speech message. Table 3: Vowel Chart Indicates direction of acquisition over time. Indicates most common vowels found in babbling. 9
10 Consonants Like vowels, the first consonants that are produced are guided by the constraints of physical development. Stop consonants (/b, p, t, d, g, k/) and nasal consonants (/m, n, ŋ/) are the most common that are produced during babbling across languages (Vihman, 1985; Locke, 1983; Davis & MacNeilage, 1995). The production of these sounds is physiologically similar in that they are all produced with a total occlusion of the oral cavity. The nasal consonants differ in that the nasal passage remains open during the sound s production (Davis & MacNeilage, 1995). Hearing children produce mostly oral consonants by the onset of babbling (Davis & MacNeilage, 1995) Consonant frequencies are determined by how easily the sound can be produced as well as where in the oral cavity it occurs. Infants initially have a greater facility with front consonants such as the alveolars (/d, t/), and labials (/m, b, p/) (Locke, 1983). The alveolar /d/ is found to be the largest category present in a study of six infants by Davis and MacNeilage in Nasals (/m, n, ŋ/) and glides (/w, j/), occur less frequently than stop consonants (Locke,1983; Davis & MacNeilage, 1995), and velars (/g, k/), produced by the tongue and the back of the throat, have very little incidence. Complex sounds such as liquids (/l, r/) and consonant clusters are infrequent or are not present (Vihman, 1985). Locke s study (1983) of consonant frequency illustrates the prevalence of consonants within an infant s sound repertoire (See Table 4). He found all six stop consonants to be frequent, both glides, as well as an appearance of the first fricative (/s/). This study additionally provides information about the role that voicing plays in babbling. The more common sounds, with the exception of the glottal /h/, were all voiced. Within each minimal pair (two sounds that share the same articulatory 10
11 movements) the voiced sound was normally present more often (Locke, 1983). What Davis and MacNeilage (1995) and Locke (1983) suggest bases phonemic development on maturation. Theoretically, consonant inventories and prelinguistic vocalizations of this study s participant should be commensurate with these previous findings independent of ambient language. Table 4: Consonant Frequency. This chart illustrates the percentage that time that each consonant was present during sound sampling. More Frequent Consonants Less Frequent Consonants Sound A Sound A h 31.77% v 1.03% d l 0.96 b 9.79 θ 0.85 m 6.69 z 0.56 t 4.34 f 0.37 g 4.15 ʃ 0.37 s 3.45 ð 0.34 w 3.39 ŋ 0.33 n 2.65 Ʒ 0.1 k 2.12 r 0.1 j 1.77 ƫƒ 0 p 1.63 ʤ 0 Totals 92.33% Totals 5% Note: From Locke (1983). 11
12 Consonant Vowel Co-occurrences The combination of vowels and consonants create the syllable patterns that are often perceived as speech. Early in babbling, three common patterns appear to be universal (MacNeilage & Davis, 2000). Most often, labial consonants occur with central vowels (/bλ/), alveolars occur with front vowels (/dæ/), and velars occur with back vowels (/gu/) (Davis & MacNeilage, 1995). In the case where labial consonants occur with central vowels, it is known as a pure frame (MacNeilage et al., 2000, MacNeilage & Davis, 2000). It is pure in the sense that the sound is solely the result of mandibular movement. The consonant is formed as the lips come together and the vowel is formed while the tongue is in a resting position (MacNeilage & Davis, 2000). Figure 2 illustrates the oral positions of these CV co-occurrences. Syllables appear in an infant s repertoire as monosyllables (Vihman, 1985). Normally these syllables begin with a consonant and end with a vowel (MacNeilage, Davis, Kinney, & Matyear, 2000). MacNeilage et al. (2000) state that the CV sequence is so important that it is often given the status of the only universal syllable type (MacNeilage et al.; 154, 2000). Following the appearance of these syllables in isolation, an infant begins to reduplicate (Oller, 1983). 12
13 Table 5: Consonant Vowel Co-occurrence Constraints in Babbling. Note: From MacNeilage & Davis, (2000). Reduplicated syllable production (babbling) is the result of repeated oscillations of the mandible (Davis & MacNeilage, 1995). Mandibular movements appear earlier than lingual or labial movements in canonical babbling (Davis & MacNeilage, 1995, Davis et al., 2002) because oscillation is easiest when the articulators stay in one place (Davis & MacNeilage, 1995; MacNeilage and Davis, 2000; MacNeilage, 2000). Initially, 50% of the total syllable is reduplicated and 67% of the consonants are reduplicated (Davis and MacNeilage, 1995). As the child starts to produce his or her first words, 30% of the total syllables are reduplicated and 73% of the consonants are reduplicated (MacNeilage, Davis & Matyear, 1997). As variegated babble leads into full words, there is a very little reduplication in the child s attempts at speech (MacNeilage, Davis, Kinney, & Matyear, 2000). 13
14 Table 6: Observed-to-Expected Frequencies of Consonant-Vowel Co-occurrence. Consonants Vowels Coronal Labial Dorsal Front B C W Central B C W Back B C W Note: B = prespeech babbling, C = babbling concurrent with first words, W = first words. Taken from: MacNeilage et al.; p.155 (2000).\ Summary and Conclusion In conclusion, prelinguistic babbling is the biological result of mandibular oscillations that are accompanied by phonation (Davis & MacNeilage, 1995; MacNeilage and Davis, 2000; MacNeilage, 2000). Many of these syllable patterns that are created during babbling are universal, without influence of ambient (native) language (MacNeilage, 2000). This being said, an explanation of speech development, even for a 14
15 Spanish-speaking child, for example, would be generic up until babbling makes the transition into first words (Oller, 1980; Locke, 1983). References Davis, B.L., MacNeilage, P.F., & Matyear, C.L. (2002). Acquisition of serial complexity in speech production: a comparison of phonetic and phonological approaches to first word productions. Phontica, Davis, B.L., & MacNeilage, P.F. (1995). The articulatory basis for babbling. Journal of Speech and Hearing Research, 38(6), Elbers, L. (1982). Operating principles in repetitive babbling: a cognitive continuity approach. Cognition, 12, Locke, J.L. (1983). Phonological acquisition and change. New York: Academic Press. MacNeilage, P.F., Davis, B.L., Kinney, A., & Matyear, C.L. (2000). The motor core of speech: A comparison of serial organization patterns in infants and languages. Child Development, 71(1), MacNeilage, P.F., Davis, B.L., & Matyear, C.L. (1997). Babbling and first words: Phonetic similarities and differences. Speech Communication, 22, Mitchell, P.R., & Kent, R.D. (1990). Phonetic variation in multisyllable babbling. Journal of Child Language, 17, Moore, J.A., Prath, S., Arrieta, A. (2007). Early Spanish Speech Acquisition Following Cochlear Implantation. The Volta Review, 106(3), Nathani, S., Oller, K. (2001). Beyond ba-ba and gu-gu: challenges and strategies in coding infant vocalizations. Behavior Research Methods, Instruments and Computers, 33(3),
16 Oller, D.K. (1980). The emergence of the sounds of speech in infancy; Chapter 6. In G. Yeni-Komshian, J.F. Kavanagh, & C.A. Ferguson (eds.), Child Phonology: Vol. 1. Production (pp ). New York, Academic Press. Stark, R.E. (1980). Stages of speech development in the first year of life. In G. Yeni- Komshian, J.F. Kavanagh, & C.A. Ferguson (Eds.), Child Phonology: Vol. 1. Production (pp ). New York, Academic Press. Vihman, M.M., Macken, M.A., Miller, R., Simmons, H., & Miller, J. (1985). From babbling to speech: A re-assessment of the continuity issue. Language. 61(2), Vihman, M.M., Ferguson, C.A., & Elbert, M. (1986). Phonological development from babbling to speech: common tendencies and individual differences. Applied Psycholinguistics, 7,
Typical Development of Speech in Spanish in Comparison
Typical Development of Speech in Spanish in Comparison to English Bilinguistics Inc. This course is offered by Bilinguistics, an ASHA Approved CE Provider Content Area: Basic Communication Processes Instructional
More informationPrelinguistic vocal behaviors. Stage 1 (birth-1 month) Stage 2 (2-3 months) Stage 4 (7-9 months) Stage 3 (4-6 months)
3 stages of phonological development 1. Prelinguistic vocal behaviors 2. Phonology of the first 50 words 3. Emergence of rules Prelinguistic vocal behaviors Reflexive/vegetative sounds (birth-1 month)
More informationArticulatory Phonetics. and the International Phonetic Alphabet. Readings and Other Materials. Introduction. The Articulatory System
Supplementary Readings Supplementary Readings Handouts Online Tutorials The following readings have been posted to the Moodle course site: Contemporary Linguistics: Chapter 2 (pp. 15-33) Handouts for This
More informationDevelopmental Verbal Dyspraxia Nuffield Approach
Developmental Verbal Dyspraxia Nuffield Approach Pam Williams, Consultant Speech & Language Therapist Nuffield Hearing & Speech Centre RNTNE Hospital, London, Uk Outline of session Speech & language difficulties
More informationHow Children Acquire Language: A New Answer by Dr. Laura Ann Petitto
How Children Acquire Language: A New Answer by Dr. Laura Ann Petitto How do babies acquire language? What do babies know when they start to speak? Prevailing views about the biological foundations of language
More informationArticulatory Phonetics. and the International Phonetic Alphabet. Readings and Other Materials. Review. IPA: The Vowels. Practice
Supplementary Readings Supplementary Readings Handouts Online Tutorials The following readings have been posted to the Moodle course site: Contemporary Linguistics: Chapter 2 (pp. 34-40) Handouts for This
More informationwww.icommunicatetherapy.com
icommuni cate SPEECH & COMMUNICATION THERAPY Milestones of speech, language and communication development 0-12 Months The rate of children's speech and language development can vary, depending on the child.
More informationThe sound patterns of language
The sound patterns of language Phonology Chapter 5 Alaa Mohammadi- Fall 2009 1 This lecture There are systematic differences between: What speakers memorize about the sounds of words. The speech sounds
More informationLanguage and Communication Development and Early Intervention Practices for Children with Fragile X Syndrome and Down Syndrome
Southern Illinois University Carbondale OpenSIUC Research Papers Graduate School 2012 Language and Communication Development and Early Intervention Practices for Children with Fragile X Syndrome and Down
More informationSpanish-influenced English: Typical phonological patterns in the English language learner
Spanish-influenced English: Typical phonological patterns in the English language learner Brenda K. Gorman and Ellen Stubbe Kester This course is offered by Bilinguistics, an ASHA Approved CE Provider.
More informationGlossary of commonly used Speech Therapy/Language terms
Glossary of commonly used Speech Therapy/Language terms (Adapted from Terminology of Communication Disorders, 4 th Edition by Lucille Nicolosi, Elizabeth Harryman and Janet Kresheck) Ankyloglossia limited
More informationEnglish Phonetics: Consonants (i)
1 English Phonetics: Consonants (i) 1.1 Airstream and Articulation Speech sounds are made by modifying an airstream. The airstream we will be concerned with in this book involves the passage of air from
More informationVocalizations of Infants with Hearing Loss Compared with Infants with Normal Hearing: Part II Transition to Words
Vocalizations of Infants with Hearing Loss Compared with Infants with Normal Hearing: Part II Transition to Words Mary Pat Moeller, 1 Brenda Hoover, 1 Coille Putman, 1 Katie Arbataitis, 1 Greta Bohnenkamp,
More informationNeurogenic Disorders of Speech in Children and Adults
Neurogenic Disorders of Speech in Children and Adults Complexity of Speech Speech is one of the most complex activities regulated by the nervous system It involves the coordinated contraction of a large
More informationSPEECH OR LANGUAGE IMPAIRMENT EARLY CHILDHOOD SPECIAL EDUCATION
I. DEFINITION Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment (comprehension and/or expression), or a voice impairment, that
More information4 Phonetics. Speech Organs
4 Phonetics Speech is a very hierarchical and complex physical phenomenon, including issues related to cognition, language, physiology, hearing and acoustics. A research including features of these fields
More informationThings to remember when transcribing speech
Notes and discussion Things to remember when transcribing speech David Crystal University of Reading Until the day comes when this journal is available in an audio or video format, we shall have to rely
More informationStricture and Nasal Place Assimilation. Jaye Padgett
Stricture and Nasal Place Assimilation Jaye Padgett Stricture Stricture features determine the degree of constriction in the vocal tract; [son], [ cons], [cont] [-cont]: Verschluss im mediosagittalen Bereich
More informationBaby hands that move to the rhythm of language: hearing babies acquiring sign languages babble silently on the hands
Cognition 93 (2004) 43 73 www.elsevier.com/locate/cognit Baby hands that move to the rhythm of language: hearing babies acquiring sign languages babble silently on the hands Laura Ann Petitto a, *, Siobhan
More informationThai Pronunciation and Phonetic Symbols Prawet Jantharat Ed.D.
Thai Pronunciation and Phonetic Symbols Prawet Jantharat Ed.D. This guideline contains a number of things concerning the pronunciation of Thai. Thai writing system is a non-roman alphabet system. This
More informationBachelors of Science Program in Communication Disorders and Sciences:
Bachelors of Science Program in Communication Disorders and Sciences: Mission: The SIUC CDS program is committed to multiple complimentary missions. We provide support for, and align with, the university,
More informationCulture and Language. What We Say Influences What We Think, What We Feel and What We Believe
Culture and Language What We Say Influences What We Think, What We Feel and What We Believe Unique Human Ability Ability to create and use language is the most distinctive feature of humans Humans learn
More informationPsycholinguistic profiling of a hearing-impaired child
Psycholinguistic profiling of a hearing-impaired child Susan Ebbels Moor House School Abstract The speech and language processing abilities of a 10 year old with a severe hearing impairment and additional
More informationMICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Human Development and Students with Special Educational Needs Hearing Impairments Assessment Program Development and Intervention
More informationMOUTH TIME AT RIVER SCHOOL Phonological Awareness for Preschoolers with Cochlear Implants
A Cochlear Implant Rehabilitation Newsletter Issue 3 2004 Table of Contents Phonological Awareness RSEPAP Oral Sensory-Motor Exercises The Symbol System The Leap to English Letters References BionicEar.com
More informationQuarterly Progress and Status Report. An ontogenetic study of infant speech perception
Dept. for Speech, Music and Hearing Quarterly Progress and Status Report An ontogenetic study of infant speech perception Lacerda, F. and Aurelius, G. and Landberg,. and Roug-Hellichius, L-L. journal:
More informationL3: Organization of speech sounds
L3: Organization of speech sounds Phonemes, phones, and allophones Taxonomies of phoneme classes Articulatory phonetics Acoustic phonetics Speech perception Prosody Introduction to Speech Processing Ricardo
More informationFunctional Auditory Performance Indicators (FAPI)
Functional Performance Indicators (FAPI) An Integrated Approach to Skill FAPI Overview The Functional (FAPI) assesses the functional auditory skills of children with hearing loss. It can be used by parents,
More informationSpeech Production 2. Paper 9: Foundations of Speech Communication Lent Term: Week 4. Katharine Barden
Speech Production 2 Paper 9: Foundations of Speech Communication Lent Term: Week 4 Katharine Barden Today s lecture Prosodic-segmental interdependencies Models of speech production Articulatory phonology
More informationSpeech Therapy for Cleft Palate or Velopharyngeal Dysfunction (VPD) Indications for Speech Therapy
Speech Therapy for Cleft Palate or Velopharyngeal Dysfunction (VPD), CCC-SLP Cincinnati Children s Hospital Medical Center Children with a history of cleft palate or submucous cleft are at risk for resonance
More informationPh.D in Speech-Language Pathology
UNIT 1 SPEECH LANGUAGE PRODUCTION Physiology of speech production. Physiology of speech (a) Respiration: methods of respiratory analysis (b) Laryngeal function: Laryngeal movements, vocal resonance (c)
More informationThe Care of the Child with Down Syndrome: Otolaryngologic Considerations. Libby Kumin, Ph.D., CCC-SLP Loyola University Maryland Baltimore MD
The Care of the Child with Down Syndrome: Otolaryngologic Considerations Libby Kumin, Ph.D., CCC-SLP Loyola University Maryland Baltimore MD Disclosure Statement In the past 12 months, I have not had a
More informationSPEECH AND LANGUAGE EVALUATION CLIENT : RESP. PARTY : ADDRESS : INFORMANT : REFERRAL SOURCE : BIRTH DATE : EVALUATION DATE : PHONE : REPORT DATE :
(Leave room for letterhead) SPEECH AND LANGUAGE EVALUATION CLIENT : RESP. PARTY : ADDRESS : INFORMANT : REFERRAL SOURCE : BIRTH DATE : EVALUATION DATE : PHONE : REPORT DATE : All pages following the letterhead
More informationDepartment of English and American Studies. English Language and Literature
Masaryk University Faculty of Arts Department of English and American Studies English Language and Literature Eva Mlčáková Speech Defects in English Speaking and Czech Children Bachelor s Diploma Thesis
More informationThe Pronunciation of the Aspirated Consonants P, T, and K in English by Native Speakers of Spanish and French
144 The Pronunciation of the Aspirated Consonants P, T, and K in English by Native Speakers of Spanish and French Philip Suarez Florida International University, USA Abstract: This study examines whether
More informationAge Hearing Speech Language Cognition
1 of 6 6/3/2009 10:23 AM FIRST YEARS > Developmental Milestones, birth to 8 years Printable version Children grow and develop at different rates. However, most pass through an identifiable skill "set"
More informationMaster of Arts in Linguistics Syllabus
Master of Arts in Linguistics Syllabus Applicants shall hold a Bachelor s degree with Honours of this University or another qualification of equivalent standard from this University or from another university
More informationAmerican Sign Language
American Sign Language On this page: What is American Sign Language? Is sign language the same in other countries? Where did ASL originate? How does ASL compare with spoken language? How do most children
More information62 Hearing Impaired MI-SG-FLD062-02
62 Hearing Impaired MI-SG-FLD062-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test Development
More informationResource Guide to Oral Motor Skill Difficulties in Children with Down Syndrome
Resource Guide to Oral Motor Skill Difficulties in Children with Down Syndrome By Libby Kumin, Ph.D., CCC-SLP Loyola College, Columbia, MD Why does my child have difficulty with feeding, drinking and speech?
More informationPhonetics Related to Prosthodontics
Middle-East Journal of Scientific Research 12 (1): 31-35, 2012 ISSN 1990-9233 IDOSI Publications, 2012 DOI: 10.5829/idosi.mejsr.2012.12.1.988 Phonetics Related to Prosthodontics 1 2 Abdul-Aziz Abdullah
More informationTHESE ARE A FEW OF MY FAVORITE THINGS DIRECT INTERVENTION WITH PRESCHOOL CHILDREN: ALTERING THE CHILD S TALKING BEHAVIORS
THESE ARE A FEW OF MY FAVORITE THINGS DIRECT INTERVENTION WITH PRESCHOOL CHILDREN: ALTERING THE CHILD S TALKING BEHAVIORS Guidelines for Modifying Talking There are many young children regardless of age
More informationPARENT/CARER QUESTIONNAIRE 0 18 months
PARENT/CARER QUESTIONNAIRE 0 18 months We appreciate the time taken to complete this questionnaire, which allows us to gain vital information regarding your child s development. This information will be
More informationCommon Phonological processes - There are several kinds of familiar processes that are found in many many languages.
Common Phonological processes - There are several kinds of familiar processes that are found in many many languages. 1. Uncommon processes DO exist. Of course, through the vagaries of history languages
More informationNFL Quarterback Bernie Kosar told
RESEARCH PAPER VOLUME 1 Why It Is Important to Teach Phonemic Awareness and Alphabet Recognition by Dr. Cathy Collins Block Professor of Education Texas Christian University NFL Quarterback Bernie Kosar
More informationFeedback and imitation by a caregiver guides a virtual infant to learn native phonemes and the skill of speech inversion *
Heikki Rasilo 1,2, Okko Räsänen 1, Unto K. Laine 1 1 Department of Signal Processing and Acoustics, Aalto University Otakaari 5 A 02150 Espoo Finland 2 The Artificial Intelligence Laboratory, Vrije Universiteit
More informationMarch 7, 2008 page 1. 1) Definitions of Childhood Apraxia of Speech (CAS)
March 7, 2008 page 1 1) Definitions of Childhood Apraxia of Speech (CAS) Write down the characteristics that are essential to the diagnosis of childhood apraxia of speech. You may include as many characteristics
More informationDRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1
DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.
More informationPhonetics and Phonology
Phonetics and Phonology Humans have a complex system of using sounds to produce language. The study of linguistic sounds is called Phonetics. Phonology is the study of systems of sounds, often the sound
More informationThomas L. Layton, Ph.D.
Developmental Scale for Children with Down Syndrome Thomas L. Layton, Ph.D. Extraordinary Learning Foundation T and T Communication Services, Inc. 100 Meredith Drive, Suite 100 Durham, NC 27713 Developmental
More informationHolistic Music Therapy and Rehabilitation
Holistic Music Therapy and Rehabilitation Jennifer Townsend NMT, MT-BC Neurologic Music Therapist Music Therapist-Board Certified The National Flute Association August 15, 2009 From Social Science to Neuroscience
More informationPronunciation: individual sounds
TeachingEnglish training videos Pronunciation: individual sounds Teaching students to form sounds Unit Pronunciation: individual sounds Individual sounds 1 Before you watch Think about your students. Which
More informationOCPS Curriculum, Instruction, Assessment Alignment
OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of
More informationCued Speech: Not Just for the Deaf Anymore
Eastern Michigan University DigitalCommons@EMU Senior Honors Theses Honors College 2007 Cued Speech: Not Just for the Deaf Anymore Shana Baber Follow this and additional works at: http://commons.emich.edu/honors
More informationFact sheet What is pronunciation?
Fact sheet What is pronunciation? 1 These fact sheets have been developed by the AMEP Research Centre to provide AMEP teachers with information on areas of professional concern. They provide a summary
More informationCURRICULUM VITAE Allan B. Smith, Ph.D., CCC-SLP. Education Ph.D. 2002, University of Connecticut (Communication Science).
CURRICULUM VITAE Allan B. Smith, Ph.D., CCC-SLP Education Ph.D. 2002, University of Connecticut (Communication Science). M.S. 1996, Massachusetts General Hospital Institute of Health Professions (Speech-Language
More informationINCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.
INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! Report Assistant SAMPLE REPORTS To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.com In Canada, call 1-800-387-7278 In United Kingdom,
More informationSPEECH, SWALLOWING, AND COMMUNICATION IN HD. Cheryl Gidddens, Ph.D. Associate Professor Oklahoma State University cheryl.giddens@okstate.
SPEECH, SWALLOWING, AND COMMUNICATION IN HD Cheryl Gidddens, Ph.D. Associate Professor Oklahoma State University cheryl.giddens@okstate.edu The information provided by speakers in workshops, forums, sharing/networking
More informationTEACHER CERTIFICATION STUDY GUIDE LANGUAGE COMPETENCY AND LANGUAGE ACQUISITION
DOMAIN I LANGUAGE COMPETENCY AND LANGUAGE ACQUISITION COMPETENCY 1 THE ESL TEACHER UNDERSTANDS FUNDAMENTAL CONCEPTS AND KNOWS THE STRUCTURE AND CONVENTIONS OF THE ENGLISH LANGUAGE Skill 1.1 Understand
More informationPUBLICATIONS IN DISCIPLINE
Mehmet Yavas PUBLICATIONS IN DISCIPLINE Books Yavaş, M., Kehoe, M. W. & Cardoso, W. (Eds) (Forthcoming) Romance-Germanic Bilingual Phonology. Equinox Yavaş, M. (ed) 2015. Unusual Productions in Phonology:
More informationStandards for the Speech-Language Pathologist [28.230]
Standards for the Speech-Language Pathologist [28.230] STANDARD 1 - Content Knowledge The competent speech-language pathologist understands the philosophical, historical, and legal foundations of speech-language
More informationSara Rosenfeld-Johnson s Approach to Oral-Motor Feeding and Speech Therapy
Sara Rosenfeld-Johnson s Approach to Oral-Motor Feeding and Speech Therapy What is oral-motor therapy and what is unique about SRJ oral-motor therapy? Oral-motor therapy addresses the physical movements
More informationLecture 12: An Overview of Speech Recognition
Lecture : An Overview of peech Recognition. Introduction We can classify speech recognition tasks and systems along a set of dimensions that produce various tradeoffs in applicability and robustness. Isolated
More informationUnderstanding Impaired Speech. Kobi Calev, Morris Alper January 2016 Voiceitt
Understanding Impaired Speech Kobi Calev, Morris Alper January 2016 Voiceitt Our Problem Domain We deal with phonological disorders They may be either - resonance or phonation - physiological or neural
More informationCareer Paths for the CDS Major
College of Education COMMUNICATION DISORDERS AND SCIENCES (CDS) Advising Handout Career Paths for the CDS Major Speech Language Pathology Speech language pathologists work with individuals with communication
More informationUnit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.
More informationCURRICULUM VITAE. Toby Macrae, Ph.D., CCC-SLP
CURRICULUM VITAE Toby Macrae, Ph.D., CCC-SLP Assistant Professor School of Communication Science and Disorders Florida State University 201 W. Bloxham Street Tallahassee, Florida 32306-1200 toby.macrae@cci.fsu.edu
More informationLittle research has addressed prelinguistic vocal development in infants
On the Robustness of Vocal Development: An Examination of Infants With Moderate-to-Severe Hearing Loss and Additional Risk Factors Suneeti Nathani The University of Georgia, Athens D. Kimbrough Oller The
More informationACOUSTIC CHARACTERISTICS OF CLEARLY SPOKEN ENGLISH TENSE AND LAX VOWELS
ACOUSTIC CHARACTERISTICS OF CLEARLY SPOKEN ENGLISH TENSE AND LAX VOWELS Keith King Wui Leung 1, Allard Jongman 2, Yue Wang 1, Joan A. Sereno 2 1. Language and Brain Lab, Department of Linguistics, Simon
More informationPronunciation Difficulties of Japanese Speakers of English: Predictions Based on a Contrastive Analysis Steven W. Carruthers
17 Pronunciation Difficulties of Japanese Speakers of English: Predictions Based on a Contrastive Analysis Steven W. Carruthers Abstract A contrastive analysis of English and Japanese phonology can help
More informationEARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN
EARLY INTERVENTION: COMMUNICATION AND LANGUAGE SERVICES FOR FAMILIES OF DEAF AND HARD-OF-HEARING CHILDREN Our child has a hearing loss. What happens next? What is early intervention? What can we do to
More informationInfants: (0-18 months)
Handout: Developmental Milestones Infants: (0-18 months) Developmental Milestones : 0-3 months Sucking, grasping reflexes Lifts head when held at shoulder Moves arms actively Is able to follow objects
More informationBiomechanically preferred consonant-vowel combinations fail to appear in adult lexicons and spoken corpora
Biomechanically preferred consonant-vowel combinations fail to appear in adult lexicons and spoken corpora Douglas Whalen, Sara Giulivi, Hosung Nam, Andrea Levitt, Pierre Hallé, Louis Goldstein To cite
More informationIT-MAIS. Infant-Toddler Meaningful Auditory Integration Scale. Instructions, Questionnaire and Score Sheet
Instructions, Questionnaire and Score Sheet Authors: Susan Zimmerman-Phillips, MS (Advanced Bionics) Mary Joe Osberger, PhD (Advanced Bionics) Amy McConkey Robbins, MS (Communication Consulting Services)
More informationAuthor's Name: Stuart Davis Article Contract Number: 17106A/0180 Article Serial Number: 09-005 Article Title: Loanwords, Phonological Treatment of
1 Author's Name: Stuart Davis Article Contract Number: 17106A/0180 Article Serial Number: 09-005 Article Title: Loanwords, Phonological Treatment of Loanwords, Phonological Treatment of The term loanword
More informationThe syllable as emerging unit of information, processing, production
The syllable as emerging unit of information, processing, production September 27-29, 2012 Dartmouth College, Hanover NH Neukom Institute for Computational Science; Linguistics and Cognitive Science Program
More information5 Free Techniques for Better English Pronunciation
5 Free Techniques for Better English Pronunciation Enhancing Communication Skills Enhancing Performance Judy Ravin, President The Accent Reduction Institute, LLC 410 N. 4th Ave. Ann Arbor, MI. 48104 734-665-2915
More informationSpeech and Language Questionnaire for Children: Ages 0-3
Speech and Language Questionnaire for Children: Ages 0-3 Child s Name: Date of Birth: Name of Person Completing this Form: Relationship to Child: Today s Date: Whom should we thank for referring you to
More informationLearning Today Smart Tutor Supports English Language Learners
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
More informationIntroduction to Dental Anatomy
Introduction to Dental Anatomy Vickie P. Overman, RDH, MEd Continuing Education Units: N/A This continuing education course is intended for dental students and dental hygiene students. Maintaining the
More informationDefining the Bases of Phonetic Theory
Defining the Bases of Phonetic Theory Mark Tatham Paper read at the summer 1970 meeting of the Linguistic Society of America, The Ohio State University. Reproduced from Occasional Papers 8, Language Centre,
More informationEffects of Pronunciation Practice System Based on Personalized CG Animations of Mouth Movement Model
Effects of Pronunciation Practice System Based on Personalized CG Animations of Mouth Movement Model Kohei Arai 1 Graduate School of Science and Engineering Saga University Saga City, Japan Mariko Oda
More informationTHE ASYMMETRY OF C/V COARTICULATION IN CV AND VC
Studies in the Linguistic Sciences Volume 27, Number 1 (Spring 1997) THE ASYMMETRY OF C/V COARTICULATION IN CV AND VC STRUCTURES AND ITS IMPLICATIONS IN PHONOLOGY * Joo-Kyeong Lee University of Illinois
More informationThirukkural - A Text-to-Speech Synthesis System
Thirukkural - A Text-to-Speech Synthesis System G. L. Jayavardhana Rama, A. G. Ramakrishnan, M Vijay Venkatesh, R. Murali Shankar Department of Electrical Engg, Indian Institute of Science, Bangalore 560012,
More informationPhonemic Awareness. Section III
Section III Phonemic Awareness Rationale Without knowledge of the separate sounds that make up words, it is difficult for children to hear separate sounds, recognize the sound s position in a word, and
More informationPHONOLOGICAL ANALYSIS SUMMARY AND MANAGEMENT PLAN
PHONOLOGICAL ANALYSIS SUMMARY AND MANAGEMENT PLAN Elise Baker Management of phonological impairment in children is one of the bread-and-butter tasks for paediatric clinicians. In the past, manual phonological
More informationELIGIBILITY GUIDELINES SPEECH PATHOLOGY
ELIGIBILITY GUIDELINES SPEECH PATHOLOGY These guidelines are consistent with the Texas Speech- Language-Hearing Association s (TSHA) eligibility templates. It is recommended that you contact the TSHA Vice
More informationSPEECH-LANGUAGE PATHOLOGY
SPEECH-LANGUAGE PATHOLOGY RHEA PAUL, PH.D., CCC-SLP Professor, Founding Director, Department Chair Phone: 203-416-3947 Fax: 203-416-3952 Email: paulr4@sacredheart.edu Faculty ALISON SPRENGELMEYER, M.ED.,
More informationParent Education Activities
PART III: PARENT EDUCATION Parent education sessions need to be planned and should follow a similar sequence each time. The suggested sequence is listed here and is explained later in this article. Also,
More informationSPEECH OR LANGUAGE IMPAIRMENT
I. DEFINITION "Speech or Language Impairment" means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational
More informationOral Motor Exercises for the Treatment of Motor Speech Disorders: Efficacy and Evidence Based Practice Issues
Oral Motor Exercises for the Treatment of Motor Speech Disorders: Efficacy and Evidence Based Practice Issues A literature review based on a tutorial by Heather M. Clark (2003) Presented by Leslie Kubacki
More informationThe Clinical Evaluation of Language Fundamentals, fourth edition (CELF-4;
The Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF-4) A Review Teresa Paslawski University of Saskatchewan Canadian Journal of School Psychology Volume 20 Number 1/2 December 2005 129-134
More informationDevelopmental Verbal Dyspraxia
Developmental Verbal Dyspraxia Pam Williams Dip. CST; M Sc; MRCSLT Pam Williams is Principal Speech and Language Therapist, Nuffield Hearing and Speech Centre, Royal National Throat, Nose and Ear Hospital,
More informationThe puzzle-puddle-pickle problem and the Duke-of-York gambit in acquisition 1
J. Linguistics 37 (2001), 503 525. 2001 Cambridge University Press DOI: 10.1017 S0022226701001062 Printed in the United Kingdom The puzzle-puddle-pickle problem and the Duke-of-York gambit in acquisition
More informationL2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES
L2 EXPERIENCE MODULATES LEARNERS USE OF CUES IN THE PERCEPTION OF L3 TONES Zhen Qin, Allard Jongman Department of Linguistics, University of Kansas, United States qinzhenquentin2@ku.edu, ajongman@ku.edu
More information3-1 THE NERVOUS SYSTEM
C A S E S T U D Y 3 : T o d d l e r Adapted from Thomson Delmar Learning s Case Study Series: Pediatrics, by Bonita E. Broyles, RN, BSN, MA, PhD. Copyright 2006 Thomson Delmar Learning, Clifton Park, NY.
More informationSpeech variability and accuracy in Cantonese-speaking children with hearing impairment : comparison with normal-hearing peers. Title.
Title Speech variability and accuracy in Cantonese-speaking children with hearing impairment : comparison with normal-hearing peers Author(s) Lee, Pui-sze; 李 佩 鍶 Citation Issued Date 2011 URL http://hdl.handle.net/10722/192890
More informationEarly speech difficulties and their relationship to literacy: What teachers might expect in the classroom, and how they might help.
Early speech difficulties and their relationship to literacy: What teachers might expect in the classroom, and how they might help. Roslyn Neilson, Ph.D. Speech-Language Pathologist Lecturer, Faculty of
More informationThe National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word
More informationAcoustics for the Speech and Hearing Sciences SPH 267 Fall 2003
Acoustics for the Speech and Hearing Sciences SPH 267 Fall 2003 Title of Course: Acoustics for the Speech and Hearing Sciences Room & Time: 205 SPH, MWF 11:00 11:50 Instructor: Brad Story, Ph.D. Office
More information