Updated Final Exam: Articulation

Phonological Awareness

the ability to pay attention to the sound structure of language, separate from the meaning

Phonemic Awareness

A subcategory of phonological awareness; The ability to think consciously about and to perform mental operations on speech-sound units.

Phonological Awareness Developmental Sequence

Words, Syllables, Subsyllabic units (Onset- Rime), Phonemes

Metalingustic Awareness

the ability to think about, talk about, and manipulate language as an object with many identifiable and functional parts

Examples:

phonological & phonemic awareness

morphological awareness

also includes semantic, semantic and pragmatic awareness

Word Awarness

/dɔg/ = dog =

Syllable Awareness

/pi.nət/ has 2

/ɛ.lə.fənt/ has 3

Subsyllabic Units; Rhyme Awareness

/kæt/

/fæt/

/hæt/

Subsyllabic Units • Alliteration (onset)

/pʌp/ /pɛt/ /pip/ /pik/ /pɛg/ (all begins with the letter p)

Phoneme Awareness (Blending and Segmenting)

/k/ /æ/ /t/ = cat

dog = /d/ /ɔ/ /g/

Derived words

A lexical process in which roots and affixes are combined to form new words.

Often a different grammatical class than the root

Ex: Happy (adj) to happiness (N)

• Happy → Unhappy

• Teach → Teacher

• Play → Played

• Care → Careless

• Kind → Kindness

• Possible → Impossible

Children transition from

“learning to read” (i.e., decoding) to “reading to learn” (i.e., comprehension)

Phonological Awarness vs Reading Skills

Strong PA skills are characteristics of good readers, whereas children with poor PA skills in Kindergarten and the early school years are far more likely to become poor readers.

First Words

An entity of relatively stable phonetic form that is produced consistently by a child in a particular context and is recognizably related to the adult-like word form of a particular language.

Ex: if a child says [bɑ] consistently in the context of being shown a ball, this would qualify as a word.

Stark’s Stage 1

Reflexive or Vegetative Sounds (<1 month)

Reflexive or Vegetative Sounds

Burps, cries, grunts, coughs

Involuntary vocalization

Vegetative (grunts, sighs associated with activity and clicks and other

noises associated with feeding)

Starks Stage 2

Cooing and laughter or controlled phonation (1-4 months)

Cooing and laughter or controlled phonation

Cooing and going sounds produced during comfortable states

Referred to as vowel-like

Brief periods of consonantal elements produced at the back of the

mouth

From 12 weeks on, decrease in frequency of crying

Primitive vegetative sounds start to disappear

16 weeks, sustained laughter emerges

Starks Stage 3

Vocal play or expansion (3 - 8 months)

Vocal play or expansion

Extreme variations in loudness and pitch

Expanding sounds in repertoire

Raspberries, squeals

Starks Stage 4

Basic Canonical babblings (5 to 10 months)

Basic Canonical babblings

Reduplicated Babbling and Non-reduplicated Babbling

Reduplicated Babbling

Similar strings of consonant-vowel productions

May be slight quality variation in the vowel sounds, but consonants will

stay the same from syllable to syllable

Example: [gɑgɑ]

Non-reduplicated Babbling

Variation of both consonants and vowels from syllable to syllable

• Example: [bɑtə]

Starks Stage 5

Advanced Forms (9 to 18 months)

Advanced Forms

Babbling stage that overlaps with the first meaningful words.

Jargon as well as diphthongs appear

Jargon- strings of babbled utterances that are modulated primarily by

intonation, rhythm, and pausing

Sounds as if the child is actually attempting sentences but without

actual word

Contoids

found in late babbling stage; produced with constriction; consonant sounds

Ex: /h/, /d/, /b/, /m/, /t/, /g/ /w/

Vocoids

front and central vowels are preferred; no audibile constriction

Greater language growth seen in

contoids

Proto Words