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Note the collapse of phonemic contrasts in his speech.
Do you see any sound preferences?

List two types of morphological endings that a child who
deletes “s” at the end of a word might have difficulties with.
The teacher refers a child to you
from first grade. Based on an informal language sample, what could you analyze
to examine each of the areas of language: phonology, morphology, syntax,
semantics, and pragmatics?

Examples are given of allophonic variations with /p/. Can
you think of similar allophonic variations with /t/ and /k/?
Say the word “leap” and then the
word “cool” slowly. Concentrate on the production of [l]. Do you notice any
differences between the first and the second [l] production? These two
different productions are termed light “l” (leap) and dark “l” (cool) to denote
the different types of productions. Discuss why this would be an allophonic
variation in American English. In Russian, these two types of [l] productions
have phonemic value.

The vowel quadrilateral is a rough sketch of the inside of
the oral cavity. As can be noted, the right axis is at a 90-degree angle,
whereas the left axis is at a much wider angle. Think about this in
relationship to the mouth and tongue. What implications do these differences
have in relationship to vowel production and the movement capabilities of the
front versus the back of the tongue? If you work with a child who has vowel
difficulties, how could you use this information clinically?

The child you are working with has a [w] for [r] substitution.
At first, why might you avoid words with [r] + high-back vowels, such as “root”
or “roof”? Reflect on the production of [w] with its high-back tongue
placement. Manner of articulation: If a child produces [t] for [s], what does
the child need to understand to achieve [s]? Can you think of any ways to
demonstrate this to the child?

If the child says [lɛlo
ʊ
] for
“yellow,” how could you determine whether this is an [l] for [j] substitution
or an assimilation process?
If a child said [tɛdəpo
ʊ
n] for
“telephone,” could this be an assimilation process? Explain.

List three word examples in which lack of realization of the
phonotactic rules for consonant clusters would change the meaning of the word.
Explain why speech sounds have been
labeled as concrete entities and the phoneme as more of an abstraction

According to phonological processes, create your own example
of “limitation” that could possibly occur in a child’s speech.
A child produces the labiodentals
[f] and [v] and the apico-dentals [θ] and [ð] as [p]. According to this
phonological theory, give an example of how “ordering” might occur

A child demonstrates a high degree of fronting (velar only),
cluster reduction, and final consonant deletion.
Can you give one example of each of these processes? Which
of these processes would probably affect intelligibility the most?