Slips of the Tongue as Speech Errors

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

L.R. received a total overall score of 29, which was obtained during conversation and a picture description task, in which 300 syllables were analyzed. He obtained a percentile rank of 78-88% and a severe rating when compared to children of his chronological age who stutter. L.R.’s disfluencies consisted primarily of sound repetitions, whole and part word repetitions, phrase repetitions, and the

A phenomenon applicable to the vast field of Speech-Language Pathology, and the foundation of research now and in the future can all be attributed to, difference versus disorder. This concept considers the complexities of those served within the profession and highlights the range of possibilities displayed from an individual, that draws a fine line between a person being labeled as having a dialectal difference or a speech and/or language disorder. A difference can be defined as an alteration in an individual’s speech and/or language that can be attributed to internal and external factors such as race, culture, and the environment in which a person lives. In contrast, a disorder is an actual disability that interferes with a person’s speech

Preschoolers with verbalization sound disorders have clinically consequential impairments in the engenderment of sound production of the ambient language. Although many of these produced sound errors resolve after several years (with or sometimes without intervention), developmental appropriate speech sound production is not always achieved. Some sound errors may continue into adulthood. Concretely, (Preston, Hull, & Edwards, 2013) intended to determine if preschool verbalization error types (e.g., atypical sound errors and distortion errors), which may reflect different levels of psycholinguistic processing, are indicative of school-age phonological awareness and verbalization sound outcomes.

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

Theories of language learning can further be broken into theories for speech-sound errors and treatment for these disorders. One of these theories is sensory-perceptual theory with sound production training. This relates to errors due caused by a breakdown in sensory and motor systems of individual sound units (Peña-Brooks & Hedge, 2015). In contrast, the phonological theory suggests errors unrelated to motor skill but, instead, to misrepresentations of phonological rules (MacReynolds, 1987). While neither approach has proven to be most effective in the generalization of correct productions of speech sounds, this paper will be using the sensory-perceptual theory of language acquisition.

One of the main factors that affects our understanding of the language is one’s regional accent. Although most words and phrases will be comprehensible some phonetics may have changed so much that all we can do is hope that the context of what has been said makes sense in order for us to ‘fill in the gaps’.

The words with multiple different ways of spelling and pronunciation are endless. You become used to it when English is your first language. However I have noticed particularly in reading that sometimes you’ll read a passage and think, hold on that doesn’t make sense. Then as you think about it you realize that you have thought of the wrong word. “A minute discrepancy was found”. The reader pronounces it as Minute, which is a time frame instead of minute meaning a small irregularity. This throws off the sentience completely. You hear this regularly happening in the media. Sometimes when politicians make speeches and English is not their first language they pronounce letters in the word which are usually silent. For example Foreign, where the letter “g” is

On the articulation subtest of the DEAP X produced errors /ϴ/→ /f/, /ð/ → /d/ in all positions, as well as /k/→ /t/ and /g/→ /d/ in initial position. She also produced /ts/ → /tʃ/ in the final position of a word. X produced lateralizations of /ʃ/ and /s/ in all positions. The phonology subtest assess phonological processes in both single words and connected speech. On the phonology subtest she demonstrated fronting of /k/→ /t/ in initial position and blends. The single word-connected speech subtest indicated inconsistent errors when fronting /t/→ /k/. The scores based on the three subtests indicate the client produces distortions of /s/ and /sh/, as well as typical simplifications for /k/, /g/, /ϴ/, and /ð/

The authors found that the group average at assessment 1 was 14.4% syllables stuttered and at assessment 2, this number was 6.7%. Half of the children reduced their stuttering by over 50% but two participants did not improve. In all of the self -reports, most children reported that they had decreased their stuttering severity, avoided less speaking situations and reported an overall satisfaction with their speech and quality of

The affected person may not speak grammatically correct and talk in a child-like manner. They may substitute forgotten words for vague descriptions or make up new words.

The most surprising part of this book was when God opened Megan’s ears and her heart to the Haitian language. I loved how God equipped her with understanding of the Haitian creole language and the ability to speak it. When I read this part in the book, I re-read it multiple times to make sure I didn’t miss anything. Initially, to be honest I thought Lord did your really do that? No, I thought, I don’t believe that part of this story. God immediately allowing her to communicate with the Haitians with no training or classes, could this be true? Then God brought to my mind of how speaking in tongue was utilized in the bible for people of different nations to communicate, speaking in an understood language. If he could do that for them, why would

When this area is damaged, the resulting effect would be that the reader is unable to pick up grammatical nuances within text (2)(11)(13). The Arcuate Fasciculous acts as intermediary between Broca’s and Wernicke’s areas, helping an individual to articulate words and phrases that might not make sense (such as pronouncing colonel as “Ker-nul”) (1)(7). When the Arcuate Fasciculous is damaged, patients develop difficulty with pronouncing irregular words, such as those mentioned above, and often times develop phonological dyslexia

Results: Minimal-pairs treatment procedure was effective in decreasing process use over a short period of time. Several sound production errors improved concomitantly. Subject-A improved more rapidly than subject-B. Generalization to probe words occurred gradually.

[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