So what happens if a child displays phonological processes past the typical age of suppression? Or if a child is using an excessive amount of phonological processes, making it extremely difficult to understand him/her? These observations may be indicative of a phonological disorder. If you have a child and you are finding others are having a difficult time understanding him/her, it is useful to know how intelligible, or understandable, your child should be based on his/her age. Taken from: Developmental Speech and Language Norms for Spanish and English – Bilinguistics 2015” “Fabiano and Goldstein, 2010 Goldstein and Iglesias, 2006 Shriberg, 1995 When a liquid such as “r”, is replaced with a glide, such as “w” With /s/ - 5 0 yearswithout /s/ - 4 0 years When a consonant cluster, like “cl”, is simplified into a single consonant When an affricate, like “ch”, is replaced with a fricative like “s” When the weak syllable in a word is omitted When a velar (sound made in back of mouth), like “k”, is replaced with an alveolar (sound made in the front of the mouth), like “t” f, s/ - 3 0 years/z, v/ - 4 0 yearssh, ch, j, th - 5 0 years When a fricative like “f” is substitutedwith a stop consonant like “p” When a non-nasal sounds like “y” changes to a nasal sound like “m”, due to the presence of a nasal sound within a word When a non-velar sound like “t”, changes to velar sound (sound made in back of the mouth), like “k”, due to the presence of a velar sound within the word When the final consonant in the word is omitted Table 2 – Most Common Phonological Processes Common Phonological ProcessĪge of Elimination for Monolingual English Speakers (ASHA, Shriberg)Īge of Elimination for Bilingual English-Spanish Speakers (Goldstein+) Below please find Table 2 for more information on the most common phonological processes with the approximate ages at which children suppress them, both for monolingual English speakers and for bilingual English-Spanish speakers. There are a variety of phonological processes that fall within each of these three categories, and the majority of children will suppress each distinct phonological process around the same age-range. The resemblance of syllables/sounds to surrounding sounds (e.g., “Sippy Cup” → “Pippy Pup”) The reduction, omission, or repetition of syllables in a word(e.g., “Star” → “Tar”) The replacement of one class of sounds, with another class of sounds (e.g., “Get” → “Det”) Table 1 provides a description of these three different types: Phonological processes have been classified into three different types of categories: substitution processes, syllable structure processes, and assimilation processes. In fact, it is arguably more surprising to see a 2-year old with “perfect” adult speech, than it would be a 2-year old with sound errors. These patterns are completely natural and expected. Childrens’ brains learn these patterns of speech sound errors, which are called phonological processes. As children develop speech-language skills, they simplify words until they have learned to articulate all sounds in words appropriately. Why does this happen? While learning to coordinate the tongue, lips, jaw, teeth, and palate to make speech sounds, all children will display speech sound errors. This observation indicates the need to include polysyllabic words when developing normative data and assessing children's speech skills.Have you ever heard your child say words like “wain” for “rain”, or “pane” for “plane”? For some, it can be extremely cute to hear a child speak in this manner, and while it’s a natural characteristic of speech development, it’s definitely something worth learning more about. Many of the speech errors, particularly for the older children, were only apparent in the polysyllabic words. Some of the most pervasive processes included vocalisation, cluster reduction, gliding, and vowel changes. However, developmental changes were evident in all groups indicated by reducing ranges and numbers of children using processes as well as an increasing number of phonological processes that were deemed insignificant. Thus, caution should be exercised when measures of central tendency are used for interpreting data. Variability was a significant feature of the data reflected by the means being less than standard deviations for most processes. The majority of the phonological processes had a mean percentage of occurrence (MPO) score of 5% or less or a mean occurrence score of 5 or less and were present in the repertoires in the speech of less than 20% of the children. Children's most spontaneous naming of 199 mono-, di-, and polysyllabic words which repeatedly sampled all the consonants and vowels in all word positions was sought. The occurrence of 30 phonological processes was examined in the speech of 50 South Australian children (26 boys and 24 girls) across the age range of 2 0 to 7 11 (years months).
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