![]() For example, /t/ and /d/ are paired because they are both produced when the tongue tip strikes the hard palate behind the teeth and produces a little explosion of air. The child unwittingly learns to pair, and then group, speech sounds which share characteristics. ![]() If a child’s overall speech intelligibility is reduced for his/her age (i.e., less than 50% intelligible to unfamiliar adults by age 36 months and less than 100% intelligible by 48 months even with the presence of some continuing phonological processes), then s/he may also have a phonological delay or disorder (Bleile, 1995).Īs the child matures from the babbling baby to the competent speaker, she eliminates from her speech the babbled sounds which are not common to her environment, making judgments based on listener feedback to select patterns of speech which are continually fine tuned and eventually generalized. Children are expected to be intelligible to all adults (familiar and unfamiliar) by the time they’re 48 months. When should I seek out help?Īlthough some children are precocious in the acquisition of speech and may be able to produce understandable speech by the time they are 30 months of age, in some children, it is not uncommon for one or two speech sounds to remain “unlearned” until 72 months of age. she may say “ca” for “cat” because she omits the final sounds of words, even though she can say the sound /t/ just fine in “toy”). A child with a phonological disorder or delay may be mispronouncing sounds in some words but not in others (e.g. If a child continues to use a phonological process past the age of disappearance, she may have a phonological delay or disorder. Each such phonological process is expected to disappear by a certain age. ![]() All children use phonological processes as they develop speech in order to simplify speech sounds or combinations of sounds that they are not yet developmentally prepared to make. Similarly, if your child has a phonological disorder or delay, she has difficulty with the patterns of speech sounds, or phonological processes, which are stored in the brain. As a result, another sound or a distortion of the attempted sound is produced instead. If your child has an articulation disorder or delay, she has difficulty with the movements required by the articulators-lips, tongue, soft palate–to produce sound(s). When a child has an articulation disorder, she is unable to coordinate her articulators in order to produce a specific sound clearly.
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