Developing Speech and Language Skills - Noel's ESL eBook Library

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Stopping: a developmental error pattern where fricatives are produced as stops, forexample ‘four’ sounds like ‘pour’ and ‘sea’ sounds like ‘tea’.GlossaryStops: ‘p’ in pea, ‘b’ in bee, ‘t’ in toe, ‘d’ in do, ‘k’ in key and car, ‘g’ in go – speechsounds produced when there is a blocking of the airflow followed by an abrupt release,which results in an explosive sound. Also known as plosives.Syllable: the rhythmic units of speech. Syllables have one vowel sound, for example‘rugby’ has two syllables, rug-by, and ‘badminton’ has three, bad-min-ton.Target sound: the sound or sounds in a word that the child does not produce reliably.See Contrast.Velar: speech sounds produced when the back of the tongue contacts or is close to thesoft palate: ‘c/k’, ‘g’, ‘ng’.Voiced consonants: speech sounds produced with vibration of the vocal folds. Thevowels, nasals and approximants are usually voiced. Other sounds produced with voiceare ‘b’, ‘d’, ‘g’, ‘v’, ‘th’ (as in there), ‘z’, ‘zh’ (as in treasure) and ‘j’ (as in jam).Voiceless consonants: speech sounds produced without vibration of the vocal folds.Voicing: in defining speech sounds voicing refers to whether or not the vocal cordsvibrate in the production of a sound. When they do vibrate, the sound is voiced, andwhen they don’t the sound is voiceless.Weak syllable deletion: a developmental error pattern where the unstressed syllables inwords are not produced, e.g. banana (nana), tomato (mato).159
References, bibliography and furtherreadingReferencesBishop, D. (1997) Uncommon Understanding Development and Disorders of LanguageComprehension in Children. Hove: Psychology Press.Broomfield, J. and Dodd, B. (2004a) ‘The nature of referred subtypes of primary speechdisability’. Child Language Teaching and Therapy 20(2), 135–51.Crosbie, S., Holm, A. and Dodd, B. (2005) ‘Intervention for children with severespeech disorder: a comparison of two approaches’. International Journal of Language andCommunication Disorders 40(4), 467–91.Dodd, B., Holm, A., Hua, Z. and Crosbie, S. (2003) ‘Phonological development, anormative study of British-English speaking children’. Clinical Linguistics and Phonetics17(8), 617–43.Fennell, C. and Werker, J. (2003) ‘Early word learners’ ability to access phonetic detailin well-known words’. Language and Speech 46(2), 245–64.Gillon, G. (2004) Phonological Awareness: from Research to Practice. New York: TheGuilford Press.Harley, T. (2001) The Psychology of Language, 2nd edn. Hove: Psychological Press.Local, J. and Walker, G. (2002) Rushthroughs as a resource for the production of multiunit,multi-action turns (http//www-users.york.ac.uk/~lang4/Helsinki.handout.pdf)(accessed February 2006).Makaton vocabulary development project (http://www. makaton.org).RCSLT (2006) Communicating Quality 3. Royal College of Speech and LanguageTherapists.Shriberg, L., Campbell, T., Karlsson, H. et al. (2003a) ‘A diagnostic marker forchildhood apraxia of speech: the lexical stress ratio’, Clinical Linguistics and Phonetics17, 1–26.Shriberg, L., Campbell., T. et al. (2003b) ‘A diagnostic marker for childhood apraxia ofspeech: the coefficient of variation ratio’. Clinical Linguistics and Phonetics 17, 575–95.Signalong (http://www.signalong.org.uk).160
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DevelopingSpeech and LanguageSkills
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ForewordChildren with speech sound
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About Phoneme FactoryThis book is p
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Introduction: Is this the resourceI
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Introduction: Is this the resource
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Questions frequently asked by teach
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1Working with children with speechi
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Working with children with speech i
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Working with children with speech i
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Articulation and phonological devel
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2How we produce speech sounds andth
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ArticulationHow we produce speech s
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How we produce speech soundsWe can
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How we produce speech soundsApproxi
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How we produce speech soundsYou can
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How we perceive speechReal talkThis
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How we perceive speechWhat are the
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How we perceive speechright level.
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4Speech development and speechimpai
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Speech development and speech impai
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Combinations of speech patterns in
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Ages by which speech sounds are usu
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IntelligibilitySpeech development a
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5Helping the speech impaired child
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Parent/carers: information for teac
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Making the most of contextual clues
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● ‘Say more about it.’● ‘
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Helping the speech impaired child i
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Helping the speech impaired child i
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Phoneme Factory‘I’ve run out of
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Phoneme FactoryJim:SLT:Jim:SLT:Jim:
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Phoneme FactoryTable 7.2 Examples o
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Phoneme FactoryActivityThe characte
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Phoneme FactoryName gameTarget soun
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8Fronting and backingProblems with
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Phoneme FactoryDevelopment of palat
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Phoneme FactoryTarget sound ‘g’
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Phoneme FactoryTarget soundsA numbe
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