Phonological development

• Order of sound acquisition


  Vowel sounds come before consonant sounds
• Shriberg 1993


  Early 8: M, B, Y, N, W, D, P, H

  Middle 8: T, NG, K, G, F, V, CH, J

  Late 8: SH, TH(v), TH(uv), S, Z, L, R, ZH
• The ‘FIS’ phenomenon 


  Children are able to understand more phonemes than they produce
• Deletion 


  Omitting the final consonant
• Substitution


  Substituting one hard sound for an easier one
• Addition


  Adding an extra vowel sound to the end of words to create a consonant-vowel pattern
• Assimilation 


  Changing one consonant for another already present in the word to reduce the num er of sounds in a word
• Reduplication 


  Repeating an entire syllable
• Consonant cluster reduction 


  Reducing a consonant cluster to a single more manageable consonant
• Deletion of unstressed syllables 


  Omitting a syllable that is unstressed in normal usage - often at the start of a word
• Place of articulation 


  The part of the vocal apparatus we use to make a sound
• Pre-verbal stage


  When children have not yet learnt any actual words, but can still communicate using sounds (crying/cooing)
• Holophrastic stage


  When children learn to communicate in single-word utterances. Whole sentences of meaning are represented by just one words
• Two-word stage


  When children learn to communicate in two-word utterances. Generally followed bu a ’vocabulary spurt’ or ‘naming explosion‘
• Telegraphic stage


  When children learn to communicate in utterances of three or more words. Babies can create more complex utterances but there are still words missing
• 0-12 months


  Preverbal stage
• 12-18 months


  Holophrastic stage
• 18-24 months


  Two word stage
• 2 years


  Telegraphic stage
• 3+ years


  Post-telegraphic stage
• Post-telegraphic stage


  When they speak like an adult, but mistakes still happen and vocabulary may be limited