The Relationship Between Pronunciation Ability and Listening Ability

A Sound Beginning is an assessment of phonological awareness at four different levels: Word Level, Syllable Level, Onset-Rime Level, and Phoneme Level. Phonological awareness is the manipulation of sounds in spoken language and is an important building block for reading. The assessment is administered orally that would include the student tapping, deleting, segmenting, and blending different sounds. Felipe’s score for each level is as follows:

The article’s purpose was to provide normative data for phonological development of British-English speaking children. The article focused on two aspects of speech development: the age of acquisition of sounds such a phonetic acquisition and the age in which error patterns stopped. In addition, this article discussed the effects that age, socioeconomic status and gender may have on speech sound development. The authors hypothesized that girls would display higher levels of phonological accuracy as compared to boys and that children from higher socio-economic families would have higher levels of phonological skills than children from low socio-economic families. It was also hypothesized that phonological skills should develop with age, that

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.

1. What is one possible drawback of phonology if a nonnative speaker has poor accuracy? What might be done to master a new phonology?

The participants were shown drawings of items expected to be within their vocabulary and asked to identify items with a common phonemes – in half of the sets, the common phoneme would also have a common grapheme, and in the other half, it would not – making reliance on phonological awareness, as opposed to orthographic, important for identifying the common phonemes. One could question the extent to which lack of world knowledge may have affected results for deaf participants in both studies. Overall, this test appeared to be used to gauge the orthographic and phonemic/phonological levels for each of the participants before moving on to the test which was more differentiated for the study. Having a common baseline for all student participants in Miller’s studies would seem to increase the extent to which the results of one study can be compared to another

The tests for pre-test and post-test were similar. There were 16 words for first grade, 12 words for second grade, and 16 words for third grade. The tests were used to see the ability of the students orally say the sound and break the word into phonemes, not letters. The way of analyzing the data was following Yopp-Singer Test (1995). The students who got high scores by segmenting all the items correctly were considered as phonemically aware. The students who correctly segmented some items were considered as displaying emerging phonemic awareness. Students who were not able to segment the items correctly or none at all were included as lacking of phonemic

1. Graysen uses is currently in what we call the emerging skill level for identifying initial phonemes and the low skill level for matching initial phonemes. At times Graysen shows a good understanding of initial phonemes, but sometimes he confuses initial and final phonemes. For example, one question on the assessment asked him to name the initial phoneme he heard in the word pig and his response was /g/. This is a common misconception I notice in students who are in the early stages of building their phonemic awareness. I do not see this as a problem that will continue, but should be resolved

Each participant was assessed by a speech-language pathologist in a quiet room as a part of the pre-treatment assessment. Each participant’s speech, oromotor, and receptive language skills were assessed to determine their differential diagnosis. The participant’s speech skills were assessed by using the Articulation, Inconsistency and Phonological Assessments of the Diagnostic Evaluation of Articulation and Phonology (DEAP). This assessment allowed researcher to obtain standard scores with a mean of 10 and normal range of 7-13 (Crosbie et al. 2005). The speech-language pathologist who conducted the assessment made on-line transcriptions of the data. These transcriptions were then compared to the audio recordings of the session to determine

Question: Do children aged 1 to 4 in Ontario who spend 2 hours per day, reading flash cards that consist one to five words, have an effect in phonological skills as measured by Comprehensive Test of Phonological Processing at the age of 4?

Descriptive information about the individual's articulation skills is obtained through one subtest: Sound-in-words. The GFTA-2 has a mean score of 100 and 85-115 as the range of average. A sound inventory was obtained and not standard scores. Her sound inventory consists of: /d, k, ch, s, b, j, f, a (sat), u (duck) o (sock)/.

The overall purpose of the article is to precisely explain what the true role of a speech-language pathologist is. Some individuals may not be knowledgeable on the professional roles and responsibilities

• Identify the relationship between the Jack’s level of speech, language and communication and hearing abilities and any adverse effect on educational, social and vocational performance.

Speech and language development is critical for academic success and building important relationships. In order to interpret and reciprocate language in the spoken word, the sense of hearing must be stimulated. If there is any degree of nerve damage or conductive hearing loss it can affect a child’s receptive or expressive language and can make understanding difficult concepts in an academic setting even more challenging. There are communicative limitations for the hearing impaired, which is ranked the third most common contemporary health disorder (Vidranski & Farkaš, 2015).

This information gave Tan incentive to check up on her own speech patterns in her home and at the workplace, accordingly. While Tan is walking with her

I have always wondered why individuals have different levels of hearing? Why it deteriorates as we grow older? How we can ensure patients maintain good hearing? There are many questions which arise and arewhat interests me in pursuing a career in Audiology. Hence, I arranged to shadow an audiologist.