Category: Writing

What is the difference in production between [s̪], and
[θ]? Which articulatory features would you need to change to produce a
standard [s]? How would you explain this to a child?

You are testing [k] sounds in the initial, medial, and final
positions with a child who is 4 years old with a [t] for [k] substitution. You
would like to keep the syllable structure and the stress consistent for all the
words used. Therefore, all words should be two syllables in length, stress
should be on the same syllable, and syllable structures should be comparable.
Find six words that could be used for a 4-year-old child which would test [k]
under these conditions.

Identify the following syllable structures according to (a)
onset, peak, and coda and

Identify the following assimilation processes according to the parameters: contact versus remote, progressive versus regressive, phonemic assimilation, phonetic similitude, or coalescence.

Children often have trouble with the lip rounding associated
with the sh-sounds ([ʃ] and [ʒ]). Which type of vowel contexts would
promote lip rounding? Can you find five words that you could use to assist in
the lip rounding of [ʃ]?

Some young children have trouble producing [s] and [z]; they
substitute [θ] and [ð] for these sounds. Thus, the word Sue would be
pronounced [θu] and zoo as [ðu]. Compare the two articulations and see
whether you might be able to describe to a child of age 6 what he or she would
have to do to change the articulation from [θ] and [ð] to [s] to [z].

The following small speech sample is from Tara, age 7;7.
Based on this limited information, do you think the child
has an articulation disorder or a phonological disorder? Why?

The following small speech sample is from Tara, age 7;7.
Can any phonotactic restraints be noted in the correct
productions of “th” and “r”?

The following results of an articulation test are from Ryan, age 6;6. We noted his phonological processes in Chapter 4.
Based on Ryan’s age, compare which sounds might be considered in error if the ages of speech sound development from the Poole (1934) versus the Templin (1957) investigations are used (page 125). (Actually any two studies could be used for comparison.) Discuss the problems when using these sound mastery age levels.

The following small speech sample is from Tara, age 7;7.
Which sounds are substituted for the sounds in error?