Speech Speech MilestonesMilestones

Jessica ArnaldoAbraham Bayan

Bettina CamachoSharmaine Dianquinay

Pauline GustoRaizel Leuterio

Khay MarzanDawn Pecson

Thea RuizKatsi Tanchuling

University of the Philippines ManilaCollege of Allied Medical ProfessionsSP 104 Audiology – 1st Sem AY 2012-2013

Pre-speech vocalizationsPre-speech vocalizations0-6 months0-6 months

1) Reflexive soundsCryingCrying

• First utterance of infantsFirst utterance of infants

• Used to signal pain or hungerUsed to signal pain or hunger

BurpingBurpingSneezingSneezingFussingFussing

0-6 0-6 monthsmonths

GOOD TO KNOW :)• Basic or hunger cry - rhythmic pattern of loud crying,

silence, whistling inhalation, & rest• Pain cry - loud shrill cry, followed by breath holding

silence and series of short whimpers

GOOD TO KNOW :)• Basic or hunger cry - rhythmic pattern of loud crying,

silence, whistling inhalation, & rest• Pain cry - loud shrill cry, followed by breath holding

silence and series of short whimpers

2) Cooing

Appear from 0-3 months

• Velar-consonantal sounds

• Believed to pave the way for producing velar

consonants like /k/ & /g/

• Intentional sounds

• Improvement in resonated sound

0-6 0-6 monthsmonths

Infant can produce single syllables at the first year

SYLLABLES

PITCH

INTENSITY Intensity variability is greater than Pitch variability Longer utterances = Greater Amplitude Shorter Utterances = Lesser Amplitude

0-6 0-6 monthsmonths

3) Vocal Play 4 to 6 months4 to 6 months

• syllable-like productions with long vowels• Squeals• bilabial or labiodental trills• friction noises• “raspberries”

infants play with the sounds their vocal tract can make so that they can explore its possibilities

6-9 months6-9 monthsIntonation

Start of variations in intonation and stress

0-6 0-6 monthsmonths

phonemes

/b/, /p/, and /m/ Low non-rounded vowels(McLeod & Bleile , 2003)

Pre-speech vocalizationsPre-speech vocalizations6-12 months6-12 months

6-9 months6-9 monthsWeek 24-35Marginal Babbling

“consonant-like sounds”: /m/, /p/, /b/, /d/, /n/CV or VC syllables: “baaaa”, “maaaa”, or “uuuum”Precursor to Canonical Babbling- disappearance of /k/, /g/ for a while

Month 7

PROSODY-Prosody: the intonation contour of language-Begin with falling contour -Flat or level contour, usually accompanied by variations such as falsettos or variations in duration of loudness

4) Babbling6-12 6-12 monthsmonths

Week 36/ Month 9Reduplicated (canonical) babbling:

the infant produces true syllables like [dada], [nΛnΛnΛ];repetitive seriesWithin the child’s voluntary controlNOTE: Late development of canonical babbling may be a predictor of

disorders

6-12 6-12 monthsmonths

6-9 months6-9 months

Continues to have variation in intonationWeek 48

Variegated babbling: -the infant can use the combination of C+V+C series

-the infant already uses different vowels at a time:

-ex. “babeebaa” not just “bababa” anymoreProsody becomes more noticeable at the this babbling

stageOnce prosody is added with this babbling, it results to

Jargon.

9-12 months9-12 months

6-12 6-12 monthsmonths

10-12 monthsJargon - melody of language without words; wordless

sentence - maybe due to motherese or signals from

parents - may vary in volume and intensityMonth 12

First word – single or reduplicated syllabes- “small inventory of vowels and consonants”

*There is a lack of consistency in the manner of production of sounds at this stage.*

5) Jargon6-12 6-12 monthsmonths

9-12 months9-12 months

- /m/, /p/, /b/, /d/, /n/, /t/,

/y/

-Low non-rounded vowels

(McLeod & Bleile , 2003)

phonemes

12-18 months12-18 months

-teeth are starting to emerge

- child has started to walk and gain trunk

control with more proficient oral movements

By the first year, the child is able to Pronounce consonants such as a few stops and nasals (b, d, g, m, n)…until a few more consonants later develop due to the emerging teeth (t, s, w, h)

phonemes

Child starts to say first words and more word follow for the next months!

Syllables words produced in a VC or CVC structure Clusters simply become one consonant

Speech? :O

Kid may exhibit imitating speech

Kid may also utter unintelligible speech

Names few objects and simple needs

IntonationUses sentence-like intonations in which the child’s pitch varies from high to low

Young children are usually able to control intonation first be fore syllable timing

(Snow, 1994).

PROSODY1;1 – 1;3 = Rising contour. High falling contour that begins

with a high pitch and drops to a lower one

prior to 1;6 = high rising and high rising falling contour

around 1;6 = falling-rising contour. Rising falling contour

12-18 12-18 monthsmonths

18-24 months18-24 months

Consonants (females)• 2;0 = /m, n, h, g/ (Chirlian & Sharpley, 1982)

Consonants (males)• 2;0 = /m, n/ (Chirlian & Sharpley, 1982)

/m, p, b, w, n, t, d/ (Grunwell, 1987)

phonemes

18-24 18-24 monthsmonths

• Vowels (American)

18-24 18-24 monthsmonths

Jargon diminishes as intelligible words and vocabulary increases

By imitation, repetition, and practice, childrenlearn to approximate their pronunciation ofsound sequences to that of adults. (Gleason, 1999)

Can produce CVC words “hat

SyllablesSyllables18-24 18-24 monthsmonths

24-36 months24-36 months

Morpheme formation period begins at 2

years of age and lasts until 6 years of age

IntelligibilityIntelligibility

increases :speaks in a

way that is understood

by family members and

friends

• combines words in 2-3

word sentences such as "me do it“

24-36 24-36 monthsmonths

2 word stage

/p/, /m/, /h/, /n/, /w/, /b/,

/f/, /k/, /g/, /d/, /t/, /ŋ/

/p/, /m/, /h/, /n/, /w/, /b/, /f/,

/k/, /g/, /d/, /t/, /ŋ/

MASTEREDSPEECH SOUNDS

by age 3The medial /ŋ/ is mastered by 3 years but the sound in final position is not mastered until after 6.

phonemes

ACQUIRED

SOUNDS

24-36 24-36 monthsmonths

24-36 24-36 monthsmonths

Syllables:Can have polysyllabic words

Phonological processes:Refers to the patterns young children use

to simplify adult speech as their speech and language develops

*Processes that disappear by age 3:

1.Unstressed syllable deletion. Children will leaveout the unstressed syllable.

For example, telphone for telephone.

*(Merkel-Piccini, 2001)

2. Final Consonant Deletion. Children will

leave off the last consonant of a word.

For example, boo for book.

3. Consonant Assimilation. One consonant

in the word influences another.

For example, beb for bed, or coke for coat.

4. Reduplication. The child repeats the first syllable twice.

For example, baba for bottle, or mamam for mommy.

5. Velar Fronting. The phonemes /k/ and /g/ which are made in the back of the throat or the velum, are substituted for sounds made in the front.

For example, tookie forcookie or doat for goat.

Processes persisting after 3 years:1.*Cluster reduction - omitting one or more consonants in a sequence of consonants For example, Santa Caus for Santa Claus or back for black.2. Epenthesis: A vowel is misplaced or inserted in a word. For example, balack for black.3. Gliding - substituting /w/ or /j/ for another consonant ; /r/ and /l/ are replaced by /w/.For example, wun for run.4. Vocalization: Consonants are replaced by vowels.For example, boyd for bird.5. Stopping: Fricative (ongoing) sounds are replaced by stops.For example, toup for soup or pit for peach.

*one of the most common

3-4 years3-4 years

• May have all major phoneme classes, except liquids sibilant lisps may still be common until the age of 7 years”

/m, p, b, w, n, t, d, N, k, g, h, f, w, s, (l), j, h/(Grunwell, 1987)

phonemes

3-4 3-4 yearsyears

Acquisition of Speech Sounds (Smit et al. 1990)

FEMALES

Mastered by 4 (3-4 y/o)– /m, n, h, w, p, b, t, d,

k, g, f, s, j, v, ð, ʃ, tʃ/– /tw, kw, pl, bl, kl/

MALES Mastered by 4 (3-4 y/o)

− /m, n, h, w, p, b, t, d, k, g, j, f, dʒ /− /tw, kw/

Legends: not yet found in males found in earlier in females; foundearlier in males newly acquired consonant clusters in females newly acquired consonant clusters in males

3-4 3-4 yearsyears

Intelligibility

- Production of consonant clusters improve,

although they are not the same as adult

language

-vowels produced individually are being

mastered

3-4 3-4 yearsyears

Prosody-May have problems in applying the right stress to

words

• At 4 years old a child is expected to have an intelligibility percentage of at least 75%; (Peňa-Brooks & Hegde, 2007)

• A child exhibiting only 66% intelligibility or being understood only 2/3 of the time he/she speaks might be a candidate for intervention. (Gordon-Brannan and Hodson, 2000)

Intelligibility3-4 3-4 yearsyears

4-5 years4-5 years

Long and detailed sentences in a

clear & fluent manner

•Sentences can be 8 or more words

Speak intelligibly with adult-like

grammar

4-5 4-5 yearsyears

• /t/, /l/, /ng/, /v/

/m, p, b, w, n, t, d, N, k, g, h, f, v,

w, s, z,

, t, dʒ, l, r, j, h/ (Grunwell,

1987)

SyllablesCan say words that have more than 3 syllables

Phonemes Mastered

4-5 4-5 yearsyears

Syllable Structure (Shriberg, 1993)

CVVCCVCCn__CnCn_Cn2-syllable3-syllable

Usually resolved by 5 years:

Stopping voiceless th: thing = ting

Stopping voiced th: them = dem

Gliding of liquids: run = one leg = weg

leg = yeg

4-5 4-5 yearsyears

Speech Milestones: 4 – 5 y/oReasons for Mastery of Speech Sounds:(1) frequency of usage [the more frequent the phoneme

is used, the earlier it is acquired/mastered],

(2) the position of the phoneme in the word [initial, medial or final],

(3) neighboring sounds or phonemes [in the word; e.g. consonant clusters],

(4) development of parts involved in speech production [e.g. places of structures in the tongue cavity],

(5) size of vocabulary [this has something to do about the child’s ability to attach more detailed representations],

SpeechSpeech6-7 years6-7 years

-(females)

Speech at 6-7 years

– (males) = / m, n, N, d, p, b, h, w, k, g, j, t, f, l, , t, dʒ, s, ʒ , r/ (Smit, et al., 1990)

Generally, children at this age can produce ALL consonants

6-7 6-7 yearsyears

Speech at 6-7 years

Vowels– syntagmatic production (production of vowels in

context such as polysyllabic words) takes up to at least 6 years of age.

(James, van Doorn & McLeod, 2001)-can accomplish coarticulation

Consonant clusters/tw, kw, sp, st, sk, sm, sn, pl, bl, kl, gl, fl, pr, br, tr, dr,

kr, gr, fr, skw, str/

6-7 6-7 yearsyears

Syllables Complete syllable structure

Prosody Presence of intonation, rhythm and stress

(Prosody); understanding of rhyming

Intelligibility• Speech is intelligible

Communicates easily and effectively

6-7 6-7 yearsyears

Speech at 6-7 years

“During the school-age years, children are

developing more sophisticated syntactics

and semantic forms. They are becoming

more effective communicators and

conversationalists. They are developing the

ability to reflect on the nature of the

language system itself. And, they are

learning about the written language system.”

(James, 1990, p. 134)

6-7 6-7 yearsyears

More improvements? Should have all speech sounds, including

consonant blendsControlled rate, pitch, and volumeLisps where the tongue is placed between

the teeth should have disappeared.

7+ years7+ years

Intelligibility :D

• The child should be able to talk clearly and easily use the language that's spoken at home

More mastered phonemes: /l/, /r/, /s/, /th/ :D

7+ years7+ years

Some Pointers/Refreshers

General Guideline in the acquired speech sounds children must least have (by Merckel;-Piccini, 2001):

Some Pointers/Refreshers

References (0-6 months)

References (6-12 months)

References (6-12 months)

References (13-18 months)

References (18-24 months)

References (24-36 months)

References (4-5 years)

References (6 years)

References (7 years)

Other References

Other References

Phonological Awareness

Syllable segmentation– refers to the ability to identify the components of

a word Rhyme awareness

– to be aware that words can have a similar end-sound implies a critical step in metalinguistic understanding - that of ignoring the meaning of a word in order to attend to its internal structure

Thank youfor listening! :D