Analysis Of The Language System

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

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

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

Since [eʌ] is considered a “raised” [æ], the analysis assumption is that [æ] and [eʌ] are allophones of /æ/. The underlying representation only consists of /æ/ when the sound following it contains s, d, p, t, m, or n. The surface representation consists of both [æ] and [eʌ] as shown in (iv).

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.

Jack is pretty much a normal kid except for his challenge/problem is that every day he's doing many activities that he doesn't like like Chinese and swimming. In school many kids refer to him as kind of funny. He is actually a pretty nice kid but can be very stubborn. In the story there are a few differing moments one is this " “Jack, you do know your dad loves you more than anything

The Goldman-Fristoe Test of Articulation (GFTA) test was administered to assess Jeffrey’s production of all English consonants in fixed position. The GFTA assesses the production of sounds according to types of errors (omissions, substitutions, additions, distortions) in

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.

[p] spill b. low front vowel! [æ] tack c. lateral liquid! [l] lip d. velar nasal! [ŋ] sing e. voiced interdental fricative! [th] this f. voiceless affricate! [č] cherry g. palatal glide! [j] yodel h. mid lax front vowel! [ε] head i. high back tense vowel! [u] food j. voiceless aspirated alveolar stop! [th] team

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.

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.

PERCENTAGE OF CORRECT CONSONANTS (PCC) METRICS: EXTENSIONS AND RELAIBLITY DATA IN NORMALS AND CLEFT LIP AND PALATE.