1) PACS-TOYS Jack is aged 4:6 and is at stage 3 in the PACS-Toys assessment, suggesting he is phonologically delayed by 1;9 years. His phonetic inventory is; [m,n,p,b,t,d,k,g,f,s,w,l,j,ʔ,ʊ,∅]. Jack uses; C.S.V, fronting, C.R, gliding, stopping, glottal insertion, reduplication, tetism, assimilation and vocalisation. The atypical processes are; glottal realisations and tetism. The data signifies, Jack has a major loss in voicing contrasts as his obstruents are often realised as sonorants whilst sonorants are realised appropriately. For example, the word ‘tiger’ [ˈdaɪdə] and the word ‘driver’ [ˈdaɪbə]. Additionally, he loses place contrasts as fricatives are partially realised as plosives whereas plosive targets are realised …show more content…
Additionally, Jack cannot signal a manner contrast as alveolar fricatives become alveolar plosives; /s, z/ [d]. Therefore, the minimal set; ‘chin, shin and sin’ would result in the same realisation of [ˈdɪn]. Furthermore, Jack loses place contrasts when he harmonises the voiced labial-velar approximant, for example, /w/ [d]. This process is eliminated in 3-year-olds. Jack also glides /r/ [w] which is expected and is usually suppressed in 5-year-olds. Additionally, Jack causes meaning changes by deleting initial consonants, for example, ‘hɑnd’ [ˈɑnd]. In SIWI Jack correctly expressed; /m,n,b,d,g,l/ indicating his acquisition of the nasal and plosive place contrasts. However, a chronological mismatch is observed as he used /l, f and j/ appropriately which is developmentally mature for PACS stage 3. Jack has no evidence of SIWI clusters but his pattern of C.R is: 1) Plosive clusters + /l/ singleton plosive. 2) Plosive clusters + /r/ singleton plosives /b or d/. 3) /s/ + plosive/nasal are reduced according to normal patterns. SIWW [n,d,w,ʔ] Processes: C.S.V, fronting, stopping, glottalization, gliding and alveolarisation. Jack shows signs of emerging lingual-labial contrasts. For example, voiced lingual obstruents [d] and the voiceless alveolar plosive [ʔ]. However, C.S.V ensures /t/ is
Initial assessments revealed that Cormac has strong listening comprehension and with support and explicit instruction in decoding (print skills) and sight word recognition, Cormac has the ability to read at a higher level. His strengths in certain phonics include many of the early emergent literacy skills such as letter identification and letter sound correspondence as well as initial sound identification and phoneme segmentation. He demonstrates weaknesses in sight word automaticity, effective use of the three cueing systems, and decoding unfamiliar CVC words with short vowels as well as phonograms, phoneme blending and phoneme substitution.
***These three improvement ideas on building Andy’s phonemic awareness skills are going to allow him to hear how each letter and word is pronounced. These three techniques also allow Andy to hear how others pronounce letters and words. The more he hears, the better he will he hear and speak.
Out of all the characters in this story, Jack changed the most physically from beginning to end. He started out as a not so good looking choir boy. He was a "tall, thin, and bony" (Golding 20) boy with a "crumpled and freckled, and ugly without silliness" (Golding 20). By the end of the story, we
Jack has demonstrated the ability to understand and apply all the concepts of rhythmic and melodic notation that have been presented this year. When focused, he plays with energy and enthusiasm. Lately, however, his behavior has been problematic. Jack has always enjoyed injecting a capricious comment here and there during our class meetings. Whereas I found these to be fine, enjoyable actually, they have recently taken on a different tone and are too frequent and disruptive. It's important for Jack to stay productive and cooperative while keeping his sense of humor under control.
I will determine whether [æ] and [eʌ] appear to be allophonic or contrastive by examining those target sounds in “Dataset B” and “Dataset A”. Both sounds are present in the datasets but they are never seen together in the same word. The environments of the sounds are determined in (i) and organized by sound to see if there are any patterns that arise.
Children are now beginning to learn letter-sound associations and are able to expand on there auditory understanding. By the age of 6 90% of children would have mastered being able to use a variety of blends and self-monitored speech. Children are able to stabilize the correct usage of irregular plurals and past and tense/ irregular verbs.
Increasing Kara-lynn’s speech intelligibility will be the primary target of treatment. The multiple oppositions approach with maximally distinct targets will be utilized to treat Kara-lynn’s phoneme collapses into /d/. She collapses multiple phonemes into /d/ in word initial, medial, and final positions including some stops, fricatives, and consonant clusters. The multiple oppositions approach targets phoneme collapse by simultaneously contrasting the errored sounds with the target sounds .This helps the child recognize their own patterns of error and make widespread changes to their sound system as a whole(consider adding reference).
Jack turns to the right of the frame. The camera pans right with his movement. His face is now in the centre of the frame as he looks offscreen right. His hat casts a dark shadow over his head and part of his body but each shoulder remains lit by sun. He takes one step. Jack now has his back turned to Ennis. The occasional low amplitude sound of birds chirping joins the ongoing ambient sound of the wind blowing. Like the wind, the bird chirps continue on and off for the rest of the scene. Each step by Jack continues to make the sound of boots on gravel.
Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster
Resonance is the system responsible for shaping and modifying airflow as it passes through the pharyngeal, oral, and nasal cavity (Peña-Brooks & Hegde, 2007). One of the key structures involved in resonance is the velum. When there is weakness or slowness in the velar muscles, this results in the inability of the velum to completely elevate to ensure closure of the nasal cavity for the production of nonnasal speech phonemes (Freed, 2012). Thus, a nasal resonance is applied to phonemes that only require oral resonance, which results in hypernasal speech quality. This hypernasality became apparent in the client’s speech, specifically during the alternate motion rate, in which the task of /puh, puh, puh/ resulted in [muh, muh, muh], /tuh, tuh, tuh/ became [nuh, nuh, nuh]. It can be hypothesized that the hypernasality is the result of the spastic velar muscles. Nasal emission is another characteristic due to deficits in the resonance system. Although the client
Through techniques implanted in speech therapy, it is evident that Cooper’s receptive language seems to be within normal limits for a child his age regardless of his inability to communicate through spoken words. Cooper’s receptive skills were also assessed through tasks similar to the PLS-5. Cooper is able to identify familiar objects from a group of objects by pointing and picking up the objects. He is also able to pick preferred objects and ask for items that he wants when presented with pictures and symbols. Cooper reacts negatively to loud noises and sounds and does not always respond when his name is called or his attention is directed.
2. Write the phonetic symbol for the last sound in each of the following words. Example: boy [ɔɪ] (Diphthongs should be treated as one sound.)
However, Pinker (1994) then goes onto note that the particular sub-stage of reduplicated babbling occurs around 7-8 months, and states that the children will exercise phonemes and syllable patterns that are not specific to a singular language, but rather are seen as common across a variety of languages. Yet, Pinker (1994) does also argue that the children are able to distinguish between phonemes of their own mother tongue, which has been seen from birth, and this is seen to be more prominent by the time the child reaches the age of around 10 months. Pinker (1994) refers to this as the children no longer being ‘universal phoneticians’, and states that the children will no longer distinguish foreign phonemes.
Among them is the voicing assimilation, which can be defined as the originally voiceless sound picked up the feature voiced from another sound. For example, the word “roses” is pronounced as [rəʊzəz] that shows the voiceless / s/ picked up the voiced feature of / z/. Next, there is a devoicing feature changes in assimilation. On the contrary of voicing, the voiced sound picked up the voiceless feature of another sound which reportedly common when speakers pronounced the phrase “have to”. Originally in English, the “have” ends with the voiced phoneme / v/, [hæːv t ͪ uː] and the word “to” begins with the voiceless / t/. If some speakers devoiced / v/ into / f/, it can result in the pronunciation of