![]() ![]() ![]() Stopping: Stopping occurs when fricative consonants /s, z, f, v, th, sh, zh/ or affricate consonants /ch, j/ are replaced by a stop consonant /p, b, t, d/.(wabbit for rabbit or wamp for lamp) or /l/ as /y/ (lemon becomes yemon). Gliding: The /w/ and /y/ sounds are classified as "glides." Gliding is a phonological process typically affecting /r/ and /l/, which are classified as "liquids." Gliding occurs when children pronounce /r/ and /l/ as /w/.Metathesis: This is the reversal of adjacent or close sounds or sound sequences.Weak syllable deletion: This happens when an unstressed syllable just before a stressed one is deleted. ![]() Assimilation: This is when a sound changes to become more like a nearby sound.Determine strengths and weaknesses in phonological processing. Identify individuals whose phonological abilities are significantly below their peers. The assessment features all new normative data and a new phonological awareness subtest: Phoneme Isolation. (spoon becomes poon, stop becomes top, green becomes geen, nest becomes nes) CTOPP-2 is a measure of phonological awarenes, phonological memory, and naming. Consonant cluster reduction: This is when a child omits a sound in a consonant cluster, which is two or more consonants in a sequence without any vowels between them.Initial consonant deletion: A child omits the first sounds of words that begin with consonants.Final consonant deletion: This is when a child leaves off the final consonant of a word.(shop becomes sop and chair becomes tair) Palatal fronting: This is similar to velar fronting, except that palatal sounds /sh, zh, ch, j/ are affected.Children with velar fronting may pronounce car as tar or gas as das. Sometimes children produce these sounds as /t/ and /d/ respectively, making contact between the front of the tongue and the alveolar ridge just behind the front teeth. Velar fronting: The /k/ and /g/ sounds are articulated by making contact between the back of the tongue and the velum or soft palate.These groups are further divided into more specific delays seen in normal children's developing speech. Phonological processes can be broken up into three categories: syllable structure, substitution, and assimilatory processes. Children who have phonological disorders are at risk for reading and learning problems. A disorder in this area results in a lack of understanding of the rules for how sounds fit together to make words and use simple processes to simplify words. The complete or partial repetition of one of the syllables in the word in replacement of the other syllable. Phonological processes are simplifications used by children not capable of producing adult speech patterns. Phonology is the sound system of language. ![]()
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