Transitioning from words to speech (1-2 years)
What manners are typical for children at this age to produce?
Nasals, Stops, and Glides
T/F: the phonetic inventory is about 75% mastered by the time a child is 5 years old.
FALSE: Different research provides a variety of percentages concerning a child's phonetic inventory.
***The phonetic inventory is almost complete by 5 years old
Table 6-8: The level of mastery for consonants ranges from 89.5%-92.4%
for vowels ranges from 94.3%-99%
for consonant clusters 92.4%-94.9%
(Mcleod & Baker, 2017, pg. 206)
What are the best predictors for a six-year-old's performance in phonological awareness and reading?
Phoneme segmentation and phoneme manipulation
What do these tasks look like?
How do we apply our knowledge of these stages to our clinical practice (especially when there is such variability among researchers?)
Group Discussion
Considering these children produce nasals, stops, and glides, what consonant clusters might they produce?
(e.g. [bw-, kw-, pw-, -nd, -nt])
(Mcleod and Baker, 2017, pg. 195)
Why would it be important for 5-year-olds to have a developed phonetic inventory?
In school, they will begin to dissect words that require syllable, rhyme, and phoneme awareness
They begin to develop the ability to manipulate the syllables and phonemes in words
Discussion question: What might some of these tasks look like?
Why must we be aware of how children's phonological awareness skills are advancing in the school-age years?
These are the skills that precede and predict their ability to read effectively and efficiently (literacy skills are developing)
learning to read -> reading to learn
What benefits do the awareness of these stages provide clinicians?
Group Discussion