Category: Writing

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.

A)
For each fallacy, do the following: (1) Represent the argument in the traditional form, (2) identify the fallacy and give its definition, (3) explain how the argument commits the fallacy and why the argument fails. (2 point each for a total of 20 points).
1. It is expected that we only do what is right. We have the right to eat as much as we want. Therefore, it is right to eat as much as you want.

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?

Explain the strengths and weaknesses of climate change. Compare and contrast how climate change is real and bad and compare it how it is not bad and is not going to affect us.

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?

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 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?