![]() ![]() Speech intelligibility is used to determine how often a speaker is readily understood by their listeners. These patterns can affect the way sounds are accidentally copied/pasted in a word ( assimilation), the presence of sounds/clusters in syllables ( syllable structure), and the place/manner/voicing of these sounds ( substitutions).īased on the work of Bowen (1998) and Peña-Brooks & Hegde (2015), here is a list of phonological patterns and the age that a child typically grows out of using the pattern: As their speech system develops, many of these simplified patterns are expected to fade away ( phonological pattern elimination). When children are learning to speak, it is natural for them to use just a few sounds and to simplify words. In an analysis of each sound class (phonology), plosives, nasals, and glides were typically acquired by 3 11, affricates by 4 11, liquids by 5 11, and fricatives by 6 11. The chart below outlines the McLeod & Crowe Norms for each phonetic target (articulation). In a follow-up article ( Crowe & McLeod, 2020), English consonant acquisition norms were compiled from 17 studies and a mean age of acquisition based on a criteria of 90%. Next up, we have a summary of cross-linguistic developmental speech norms by McLeod & Crowe (2018), which included 64 studies and 27 languages. They subsequently go on to acquire fricatives, affricates, liquids, and consonant clusters. When looking at each sound class (phonology), you’ll notice that young children tend to acquire nasals, glides, and stop consonants first. The chart below (also found in our materials collection under Therapist Tools) outlines the Iowa-Nebraska Norms for each phonetic target (articulation). This data set was used to determine at what age 90% of children have acquired a sound at the word level. The Iowa-Nebraska norms ( Smit et al., 1990) were based on monolingual children (specifically, speakers of the standard Midwestern dialect), excluding children with any known conditions such as hearing loss, repaired clefts, or motor speech impairments. There is a wonderful post on the Informed SLP blog about interpreting speech norms! Here is a previous post that includes a free Speech Sound Development Chart. There are different milestone sources to consider, which vary based on the population (who was included in the normative samples) and criteria for acquisition (what percentage of children can produce the sound at a given age, in order for it to be considered “acquired”). The information below is based on Mainstream American English (MAE). For this post, we’ll also consider how dialectal differences in speech production can be distinguished from speech sound disorders. We can use norms for sound acquisition, elimination of phonological patterns, intelligibility ratings, and contextual factors. To distinguish between typical development and speech sound disorders, let’s first consider what “typical” speech sound development looks like. Literacy, Language, & Social-Emotional Considerations These phonological patterns often lead to reduced speech intelligibility.Įxample: A student simplifies entire classes of sounds they can produce /k/ and /g/ in isolation but habitually swaps in sounds that are produced in the front of their mouth as and (i.e., fronting phonological patterns, “tan” for can and “dough” for go).īecause this is a longer post, here’s an outline of everything we’ll cover:Ĥ. This impairment is at the phonemic/linguistic level, meaning that overall syllable structures and groups of sounds are omitted, substituted, or simplified. What is a phonological disorder?Ī phonological disorder is difficulty organizing sounds in the brain. The impairment is at the phonetic/motoric level, meaning that a sound may be substituted or distorted in a predictable way.Įxample: A student produces the /s/ and /sh/ sounds with lateral airflow (e.g., a lateral lisp). We’ll take a deep dive into these terms, but for now, here’s a quick refresher: What is an articulation disorder?Īn articulation disorder is characterized by difficulty producing individual speech sounds. In this post, we’ll focus on types without a known cause (functional), including articulation and phonological disorders. There are speech sound disorders with known underlying causes (organic) including cleft lip/palate, orofacial conditions, deafness, dysarthria, and apraxia (check out this post for more information on childhood apraxia of speech). This post is a comprehensive guide to speech sound disorders, which is an umbrella term used to categorize difficulty with the production of speech sounds (the ASHA Practice Portal page for Speech Sound Disorders is a great reference for this topic). This is a guest blog post by Holly, a school-based SLP, all about speech sound disorders: articulation and phonological development. ![]()
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