Sound Inventories
A child’s phonological phonological knowledge is manifested in his/her:
A. What is the contrastive use of phones (e.g., using both “mad” and “mat” to express two different meanings)?
These syllable shapes emerge first:
What are open syllables (CV)?
What is initial consonant deletion and final voicing?
Assessment of stimulability involves testing whether a child can produce sounds this way:
What is in isolation in direct imitation with or without instructions, cues, imagery, feedback and encouragement?
The phonotactic analysis of a child's speech boils down to this question
What is does the child produce enough contrastive word shapes?
The best assessment of a child's sound inventory would include:
What is a combination of a single word elicitation and a spontaneous speech sample?
A child who produces [fɑt] for “spot” is demonstrating:
What is coalescence?
The following process is most common in TD English-speaking 2-year-olds:
On the measure of Percent Vowel Correct, 3-year-old typically developing children reach this percent accuracy:
The core difficulty experienced by children with CAS is
What is combining sounds in syllables?
When assessing a child’s phonetic inventory using an independent approach, a sound is considered mastered:
When a child produces it consistently, but not necessarily accurately (e.g., /f/ counted in the words [fum] for “thumb” and [baf] for “bath”)?
A child who says [dɔdi] for “doggie” is demonstrating:
A child who exhibits the processes of harmony or reduplication is avoiding:
What is variety of sounds within a word?
According to the data collected by Austin and Shriberg (1997), the age at which typically developing children reach over 90% accuracy in the production of consonants they attempt:
A pattern in which all initial consonants are voiced is an example of this process:
To determine contrast in a child's phonology, one would search for:
Two word–level phonotactic patterns that should disappear very early are:
In phonology, the word “environment” refers to:
What is position of the target sound within a word?
According to the data collected by Austin and Shriberg (1997), 3-year- old children with speech delay on average exhibit this percentage of consonant correct:
What is nearly 70% correct?
Targeting final consonant deletion may be more effective with these types of sounds:
What are velars, nasals, or fricatives?
When assessing for /ɹ / in a child’s phonetic repertoire, the following words would exemplify this consonantal phone, rather than a vocalic:
What is a prevocalic R (as in "rain" or "squirrel")?
The sonority hierarchy predicts the following:
What is stops and fricatives occur at the edges of words, while liquids, nasals and glides occur closer to the vowel nucleus?
When selecting goals to target in therapy, traditionally priority is given to these sounds:
What are those that affect the earliest emerging sounds, those that affect intelligibility the most, and those that are most frequent in occurrence (40% of occurrence or more)?
The most reasonable conclusion regarding progress made by a child who went from highly unintelligible speech, limited to CV monosyllables, to relatively intelligible speech with multisyllabic words, final consonants, and clusters, but with his PCC score remaining low (≈70% correct), is:
What is substantial progress made in the acquisition of phonology, but PCC is a measure that has substantial limitations in capturing it?
The maximize onset rule dictates the following:
What is words are divided into syllables in such a way that as many syllables as possible start with a consonant (i.e., onset)?