SLHS420 EXAM 1

expansion stage

4-7 months, fully resonant vowels (squeals, raspberries, marginal babbling)

phonation stage

0-2 months, non-reflexive vocalization and quasi-resonant vowels

primitive articulation

1-4 months, peak in freq. of goos, fully resonant vowels occasionally

canonical babbling

7-10 months, well formed canonical babbling

integrative

10-18 months, canonical, reduplicated, and variegated babbling in combination with meaningful words

shift from language-general to language-specific phonetic perception

in the first year, infants shift from language general to language specific phonetic perception, at 6 months there is a decline in the infants sensitivity to non native vowels sounds they can discriminate at younger ages

language general phonetic perception

0-6 months

6-12 months

shift to language specific phonetic perception

1-2 years

emergence of phonetic perception

2-5 years

gradual acquisition of implicit phonological awareness skills

5-12 years

learning explicit phonological awareness skills

what is phonological awareness

spoken words are composed of smaller units such as onsets, syllables, phonemes, and rimes.

what counts as a childs first words

appear around first birthday, identified based on context and phonetic form

what is expected of a child 24 months old

word shapes (CV,CVC,CVCV), consonant clusters (a few), initial consonants (9-10 …stops, nasals, fricatives, glides), final consonants (5-6), 70% of words correct

independent analysis

ideal for young children at first word stage. considers speech words and shapes independently from the adult target. doesnt assume that the childs underlying representation is identical to the adults. ex. phonetic repertoire, phonotactic repertoire (more appropriate for word based phonology)

relational analysis

expectation based on relational analysis, which compares the productions of the childs to the intended adult target. 70% PCC. this identifies specific errors (substitutions, omissions, etc)

customary production

child produces the phoneme correctly more often than not (51% correct)

mastery

child produces the phoneme with almost or perfect accuracy (at least 90% correct)

developmental error

speech error that the child is expected to “grow out” of, if child is below the age of the expected age of acquisition there error is considered developmental bc they have time to acquire the phoneme before the specific age

non-developmental error

speech error that will probably not self-correct unless child receives speech therapy. if child is over the expected age of acquisition , there is no reason to expect the child will acquire the phoneme without intervention

atypical error

very unusual, occurs in speech of less than 5% of children of any age