Speech and Language Is Fun!
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What are speech and language skills?
Articulation is the production of speech sounds. An articulation disorder is a problem making speech sounds. Sounds can be substituted, omitted, added or distorted. For example, a child may substitute a "t" sound for a "k" sound (i.e. 'tat' for 'cat') or an "f" sound for "th" sound (i.e. 'fink' for 'think'). The errors may interfere with intelligibility, or how clearly a child speaks. Intervention is provided when the error is considered to be outside of the developmental norms and when the error impacts the student's ability to succeed within the classroom in some way.
A phonological disorder differs slightly from an articulation disorder. A phonological disorder involves patterns of sound errors (phonological processes) that affect whole classes of sounds. For example, the child may leave off final sounds, like 'he-' for 'head' and 'ba' for 'ball' or reduce cluster sounds (blends) "-t" for "st" and "-p" for "sp". Most children demonstrate phonological processes when they are first beginning to talk, but when these continue beyond what is considered typical, they may have a phonological disorder.
Expressive Language involves the ability to express and sequence ideas clearly using correct grammar and word order. Students use expressive language to ask questions, to express thoughts, ideas, and needs, and to create meaning.
Receptive Language includes the ability to understand spoken language, follow directions, and make sense of classroom instruction. Students use receptive language to understand vocabulary, interpret meanings, and follow directions.
A fluency disorder (stuttering) is an excessive interruption in the flow of speaking characterized by speech interruptions, hesitations, and repetition of sounds, words, phrases, or sentences that interfere with effective communication. Young children often go through a period of normal dysfluency between the ages of 1.5 and 5 years, which can come and go. If dysfluencies disappear for several weeks, then return, the child may just be going through another stage of learning.
A voice impairment is the inappropriate production and/or absence of vocal quality, pitch, loudness, or resonance typical for an individual's age and/or gender.
Articulation is the production of speech sounds. An articulation disorder is a problem making speech sounds. Sounds can be substituted, omitted, added or distorted. For example, a child may substitute a "t" sound for a "k" sound (i.e. 'tat' for 'cat') or an "f" sound for "th" sound (i.e. 'fink' for 'think'). The errors may interfere with intelligibility, or how clearly a child speaks. Intervention is provided when the error is considered to be outside of the developmental norms and when the error impacts the student's ability to succeed within the classroom in some way.
A phonological disorder differs slightly from an articulation disorder. A phonological disorder involves patterns of sound errors (phonological processes) that affect whole classes of sounds. For example, the child may leave off final sounds, like 'he-' for 'head' and 'ba' for 'ball' or reduce cluster sounds (blends) "-t" for "st" and "-p" for "sp". Most children demonstrate phonological processes when they are first beginning to talk, but when these continue beyond what is considered typical, they may have a phonological disorder.
Expressive Language involves the ability to express and sequence ideas clearly using correct grammar and word order. Students use expressive language to ask questions, to express thoughts, ideas, and needs, and to create meaning.
Receptive Language includes the ability to understand spoken language, follow directions, and make sense of classroom instruction. Students use receptive language to understand vocabulary, interpret meanings, and follow directions.
A fluency disorder (stuttering) is an excessive interruption in the flow of speaking characterized by speech interruptions, hesitations, and repetition of sounds, words, phrases, or sentences that interfere with effective communication. Young children often go through a period of normal dysfluency between the ages of 1.5 and 5 years, which can come and go. If dysfluencies disappear for several weeks, then return, the child may just be going through another stage of learning.
A voice impairment is the inappropriate production and/or absence of vocal quality, pitch, loudness, or resonance typical for an individual's age and/or gender.