The results indicate that both populations applied a higher number of processes in L2. The subjects represented different levels of L2 proficiency, however there were no highly proficient users. The aim of this paper is to analyse how application of phonological processes in L1 (Polish) and L2 (English) will differ in two clinical populations: (1) dysarthric individuals with traumatic brain injury (TBI) and (2) individuals with sensorineural hearing loss (SNHL). (You can download our free carrier phrase pack here.Individuals with distorted speech production and individuals with distorted sound perception have been both reported to apply phonological processes (sound simplifications which may be defined as speech errors) in both first language (L1) acquisition and second language (L2) learning despite their different linguistic and situational contexts. To make the tasks more difficult, and to speed up generalisation, combine the targets words with carrier phrases. True clusters with a sonority difference of 4: gr- words (PDF and 4 audio files).True clusters with a sonority difference of 4: dr- words (PDF and 3 audio files).True clusters with a sonority difference of 4: br- words (PDF and 4 audio files).True clusters with a sonority difference of 4: gl- words (PDF and audio file).True clusters with a sonority difference of 4: bl- words (PDF and 2 audio files).True clusters with a sonority difference of 4: sw- words (PDF and 2 audio file).Included in this 48-page (+16 audio files) true clusters with a sonority difference of four pack are the following audio files (.mp3) and PDFs: In particular, we’ve found that working with complex targets often results in bigger improvements in a student’s general intelligibility. But we’ve found that working on complex targets – using a Complexity Approach – gives you much more “bang for your buck” than targeting early-developing single consonants in word initial, final and medial positions.
Yes, students need to have some motivation and resilience to give them a go. In this pack, we include complex cluster targets. the child doesn’t know/cannot yet produce accurately and.targeting fricatives rather than stops, true clusters rather single sounds, clusters with low sonority differences, rather than high (or negative) sonority differences) The key idea, here, is that speech pathologists should prioritise speech sound targets that: Semi-vowel ‘liquid’ and glide sounds like /l/ and /r/ are more complex than sounds made through your nose, like /n/.Long, “hissy” sounds called “fricatives” (like /f/ and /s/) are more complex than short “stops” like /p/ and /t/.Affricates like “j” or “ch” are more complex than fricatives like /f/ or /s/.True consonant clusters like /pl/, /sw/ and /fr/ are more complex than affricates like “j” or “ch”.True consonant clusters (like /tw/, /pl/, /br/, and /fl/) are more complex than so-called “adjunct clusters” like /sp/, /st/ and /sk/.So-called “small-sonority-difference clusters” like /sm/, /sn/ and /mj/(as is “music”) are more complex than “large-sonority-difference clusters” like /tw/, /kw/ and /pl/.Three sound clusters (like /spl/, /skw/ and /spr/) are more complex than two sound clusters (like /sl/ and /pr/).They rely on choosing good targets that transfer to other speech sounds without having to work on every speech sound in every word position.Ĭomplexity theory tells us that some consonant sounds are more complex than others.
These approaches seek to bring about permanent, big changes to a student’s phonological system and to make students more intelligible. For children with moderate-severe phonological speech sound disorders, we use three main evidence-based approaches in our clinic:
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