Literacy Series Post 2: Phonological Awareness

February 25, 2013

Phonological Awareness

What is Phonological Awareness?

  • Awareness of sounds in a language
  • Awareness of rhymes
  • Awareness that sentences can be broken down into words, syllables, and sounds
  • Ability to talk about, reflect upon, and manipulate sounds
  • Understanding the relationship between written and spoken language

Phonological awareness consists of skills that typically develop gradually and sequentially through the late preschool period.  They are developed with direct training and exposure. Phonological awareness is a key component of learning to read.

What are Phonological Awareness skills?

•    Detecting rhyme and alliteration (use of similar consonants)
•    Identifying rhymes and words that start/end with the same sounds
•    Segmenting words into smaller units, such as syllables and sounds, by counting them
•    Blending separated sounds into words
•    Understanding that words are made up of sounds represented by symbols or letters
•    Manipulating sounds in words by adding, deleting, or substituting

If your child has a speech sound disorder and is 4 or older and not displaying these skills, visit our appointment page to set up an evaluation for your child with one of our SLP’s. 

 

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Literacy– Speech Sound Disorders and Reading Problems

February 20, 2013

Most children who struggle with reading are those with a history of Speech Sound Disorders (SSD). In addition to having difficulty saying the speech sounds of the language, children with Speech Sound Disorders need more time to process speech sounds and tend to have difficulty identifying and manipulating them, important aspects of phonological awareness. When it comes to learning to read, children with SSD have difficulty decoding words because they do not have mental representations of how to make the associated sounds for the symbols of the alphabet. Learning to read, for these children, starts with learning to make speech sound distinctions and recognizing patterns in the words they hear.

A speech sound disorder (SSD) is a broad classification of disorders affecting a child’s (and sometimes adult’s) ability to communicate. Though all children make mistakes when learning new words and sounds, a disorder occurs when the child reaches a certain age and is still making certain mistakes. A speech-language pathologist (SLP) can help treat and possibly cure SSDs. The two main types of SSDs are articulation and phonological disorders

Articulation and Phonological Processes

Articulation disorders are characterized by substitution, distortion, omission or addition of sounds in words. A child with an articulation disorder will have difficulty learning how to physically produce certain sounds. One of the more common articulation problems is the inability for a child to produce the “r” sound. The “r” is often substituted with “w,” like saying “twee,” instead of “tree.” A lisp also is a common articulation distortion.

An SLP can teach a patient new ways to produce sounds (for example, changing the placement of the tongue when making certain sounds). Sounds in different words are practiced in repetition, until they become natural for the speaker.

Phonological process disorder is marked by a set pattern of sound errors. A child with a phonological process disorder will have difficulties learning the sound system. He or she may not realize that certain different sounds have different meanings. A common example is replacing the “d” sound with a “g”; saying “dot,” for example, instead of “got.” Children with this disorder may be able to hear the sound distinction in other peoples’ voices, but be unaware when they make the distortion.

An SLP will design a program involving studying and repeating words that differ only by one sound to indicate how different sounds signify different meanings. The suggested exercises will generalize age-appropriate phonological patterns.

In many cases, the reason that speech sound disorders occur is unknown, but recent research has shown that weaknesses in phonological awareness and word reading demonstrated by children with SSDs could be at least partially explained by their difficulties with phonological representation, implicating the brain’s auditory processing system.

Many children outgrow the problem, but those who cannot learn to produce sounds correctly, or do not learn the rules of speech on their own, need intervention.  A speech evaluation by an SLP will help decide if the child if the child will outgrow the problem.  There are many factors which will help decide if a child is in need of therapy.  One important consideration is the child’s degree of unintelligibility and how it restricts him from communicating with his family and peers.  A very verbal child who is difficult to understand can often feel frustrated and may respond by withdrawing from the effort of communication.

At CSLOT, we believe it is critical for our Speech-Language Pathologists (SLPs)to provide interventions that comprehensively integrate training in speech perception, speech production, phonological awareness, phonics, and direct reading instruction.

Your child’s speech therapist will support your child’s auditory processing in the area of phonemic awareness by teaching your child how to play with sounds in words, manipulating and changing them in many ways, while speech therapy will show your child how to produce the speech sounds correctly.

To set up an evaluation for your child, please visit our appointment page.