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For each of the 10 skills listed under the section “Phonemic
Awareness,” identify two different examples for each skill.
Explain why skills numbered 8, 9,
and 10 are more complex. Think about what a child must do to complete the task.
Does memory play more of a role for these skills?

Pick one articulation test that you have available. Consider
that you are testing a child with [s] and [z] problems. How many words does the
test contain that would identify these sounds? Count also those words that are not
specifically testing [s] or [z] for the articulation score but do contain these
sounds. Do you think you have an adequate number of words?
There are 13 ­word-initial and 13 ­word-final
[s] clusters in General American English. How many consonant clusters does the
articulation test you have chosen include?

More complex linguistic contexts generally cause an increase
in misarticulations. For a 5-year-old, what would be a simple versus a more
complex linguistic situation? How would you structure a simple linguistic
situation?
In the ­five-way scoring system for
articulation testing, why would those sounds listed as “distortions” need
further delineation? Give an example of a distortion in which further
information might be helpful in therapy.

You are planning a language sample with a 6;3-year-old boy
who has difficulties with [l], [r], [ʃ], [tʃ], and [ʤ]. What
objects could you use to elicit a language sample containing these sounds? How
would you build diversity into the spontaneous speech sample? Can you think of
different situations, tasks, or pictures that you could use?

You are testing diadochokinetic rates with a 7-year-old
child. Can you think of two or three words or short phrases that would
incorporate [pʌ], [tʌ], and [kʌ] that you could use? Make a list
of three comprehensive language tests (not screening measures) that could be
used for preschool children and three that could be used for school-age
children.

You are evaluating a 2;6-year-old child, Laura, with
emerging phonology. When she speaks spontaneously, you are having a hard time
understanding her. What type of materials could you use, and how would you
structure this portion of your assessment to get some type of spontaneous
speech but at the same time be able to target some individual words?
Laura only uses single words and
you have asked the caregivers to write down the words that she uses at home.
Why is this important for your phonological evaluation and your preliminary
analysis of Laura’s language skills?

Divide the following words into prevocalic, nucleus (vowel),
intervocalic, or postvocalic.
Which word(s) do not have a postvocalic consonant? Which
word(s) do not have a prevocalic consonant?

Frequently occurring misarticulations include [s], [z],
r-sounds, and [θ], [ð]. You have just assessed a child who is at the end
of first grade with all of these misarticulations. Rank order these sounds from
highest to lowest according to their frequency of occurrence using the
information in Appendix 7.7, page 208.
List two variables other than the
frequency of occurrence that you would want to consider when planning where to
begin therapy.

The following is a partial list of words from the Arizona Articulation Proficiency Scale, 4th edition (Fudala, 2000):
Based on the features that are distinctive to African-American Vernacular English (see Table 8.4, pages 219–220), describe what dialect variations you might hear in those word productions if you were assessing a child who is speaking African-American Vernacular English.

Consonant clusters appear to be the most complex. Based on
the complexity approach, order the clusters [tr], [kl], [bl], [ɡl], [fl],
and [tw] based on their sonority