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INTRODUCTION: PERSPECTIVES IN ARTICULATION AND PHONOLOGY (chapter 2)

INTRODUCTION: PERSPECTIVES IN ARTICULATION AND PHONOLOGY (chapter 2). This semester, some info is taken from:. Roseberry-McKibbin, C., & Hegde, M.N. (2011). An advanced review of speech-language pathology: Preparation for PRAXIS and comprehensive examination (3 rd ed.). Austin, TX: Pro-Ed.

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INTRODUCTION: PERSPECTIVES IN ARTICULATION AND PHONOLOGY (chapter 2)

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  1. INTRODUCTION: • PERSPECTIVES IN ARTICULATION AND PHONOLOGY • (chapter 2)

  2. This semester, some info is taken from: • Roseberry-McKibbin, C., & Hegde, M.N. (2011). An advanced review of speech-language pathology: Preparation for PRAXIS and comprehensive examination (3rd ed.). Austin, TX: Pro-Ed.

  3. I. IMPORTANCE OF INTELLIGIBILITY

  4. II. PHONETICS: BASIC DEFINITIONS • Definition • Applied phonetics • Phonemes (allophones Not on Test)

  5. Morphemes • Minimal pairs • Phonotactics

  6. Morphophonemics • Sound alternations that result from modification of free morphemes • If a noun ends in a voiced sound, use plural allomorph /z/ (tails, bags, pins) • If a noun ends in a voiceless sound, use plural allomorph /s/ (tarts, cops, lakes)

  7. III. PHONEME CLASSIFICATION • A. Consonants

  8. B. Vowels • Produced with an open vocal tract • 1. Pure vowels (e.g., /a/, /i/, /I/) • 2. Diphthongs (e.g., /ai/, /ou/, /au/) Phonemic diphthongs —if you reduce them to pure vowels, the meaning changes ( e.g., /ai/, /oi/) Pipe Pop Boil  Bowl Nonphonemic diphthongs —if you reduce them to pure vowels, the meaning doesn’t change ( e.g., /ei/, /ou/ )

  9. IV. CONSONANT PRODUCTION • A. Distinctive Features • /b/ = -vocalic, +anterior, -nasal, -strident, +voice • B. Place-Voice-Manner • Voicing—voiced or voiceless • 1. Place (where)

  10. 2. Manner (how) • Stops • Nasals • Glides • Liquids • Fricatives • Affricates

  11. V. VOWEL PRODUCTION • A. Tongue Position • 1. Tongue height • 2. Tongue advancement • B. Lip Rounding • 1. Rounded • 2. Unrounded

  12. VI. PHONETIC TRANSCRIPTION • A. Introduction • IPA helps with allographs (E.g. /f/ allographs in tough, physical, taffy) • B. Broad Transcription

  13. C. Narrow Transcription • This uses diacritic markers • Gives us more detail • Especially helpful for accent clients, clients with hearing loss, cleft palate

  14. VII. SYLLABLES • Open syllables • Closed syllables

  15. VIII. PHONOLOGICAL PROCESSES • A. Definition

  16. B. Substitution Processes • 1. Velar fronting • 2. Stopping • 3. Vocalization • 4. Deaffrication • 5. Liquid gliding 6. Backing

  17. C. Assimilation Processes • Definition • Regressive assimilation • coattoat cob bob fan nan • Progressive assimilation • paid pape tone tote

  18. Kinds of Assimilation • 1. Alveolar tom tot lip lid • 2. Nasal nose  non map  mam • 3. Velar cup  kuk dog  gog • 4. Labial boat  boap mouth  moum • 5. Prevocalic voicing tent dent • 6. Postvocalic devoicing fleas fleece

  19. D. Syllable Structure Processes • 1. Weak/unstressed syllable deletion • Celeste Lest tomato mato • 2. Epenthesis • 3. Reduplication (partial or complete) • Partial = babi/book Complete = baba/bottle

  20. 4. Diminutization • 5. Initial Consonant Deletion • 6. Final Consonant Deletion • 7. Consonant Cluster reduction • (marked sound is most difficult; unmarked sound is easier)

  21. Marked is harder; unmarked is easiertranscribe Dr. R’s production phonetically: • Brain • Truck • Spit • Stone • Squirrel • Pray

  22. IX. ARTICULATION VS. PHONOLOGICAL DISORDER

  23. These days… (beginning around 2009) • Researchers are using the term speech sound disorder (SSD)

  24. Roseberry-mcKibbin & Hegde 2011:

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