COMD 307 FINAL EXAM STUDY GUIDE
Speech sound acquisition
early 8 vs. middle 8 vs. late 8
early 8 speech sounds
Emerging development between ages 1-3 w/consistent production ~ age 3
-Mostly bilabial
-Some nasals
-not a lot of constriction of vocal tract
/p/, /b/, "y",/ j/, /n/, /w/, /d/, /m/, /h/
middle 8 speech sounds
Emerging development between ages 3-6 1/2 with consistent production. ~
age 5 1/2
-mostly labiodentals
/t/, "ng", /k/, /g/, /f/, /v/, "ch", "j"
Late 8 speech sounds
Emerging development between ages 5-7 1/2 with consistent production ~
age 7 1/2
-More articulation like "sh" and /r/
"sh", /s/, "th", /r/, /z/, /I/, "zh"
present progressive
-ing
ex: mommy driving
,Age of mastery 19-28
regular plural
-s
ex: cats, wishes, classes,
Age of mastery 27-33
possessive
's
ex: mommy's cup
Age of mastery 26-40
Regular past tense
-ed
ex: walked, talked
Age of mastery 26-48
Regular third person
-s
ex: he runs, She skipps
Age of mastery 26-46
,General Sentence form/syntactic development
Noun phrase and verb phrase elaboration are what helps increase sentence
length, as does the use of articles, demonstratives, conjunctions, etc.
Noun phrase
a word or group of words that functions in a sentence as subject, object, or
prepositional object.
verb
An action word
verb phrase
is made up of a main verb and one or more helping verbs.
syntactic development: Birth
sounds
syntactic development: 0-3 months
Differentiating cries- baby uses a different cry for different situations
syntactic development: 4-6 months
vocal play - gurgling, babbling
syntactic development: 7-12 months
speech like babbling including the use of consonants and vowels.
First words - "mama" "doggie"
syntactic development: 1-2 years
use of two word questions.
,-"No doggie?", "where ball?"
syntactic development: 2-3 years
Two/three word utterances. use of attributes
-"Big", "Furry"
syntactic development: 3-4 years
combination of four or more words in sentence form
syntactic development: 4-5 years
Use of long and detailed sentences.
Use of "adult-like" grammar
Declarative-Sentence Form
SVO (subject-verb-object) occurs around 30 months
• Increases in complexity
Initial examples: Doggie eat, Throw ball
• Agent action, action object
Almost age three: “Mommy is eating ice cream”
• Subject + aux + verb+ object
Age 4: “he gave me the ball”
• Subject + verb + indirect object+ object
Interrogative-Sentence Form
QUESTIONS ARE BEING ASKED
,• Enables children to obtain information
• More specific questions directed to children are easier to answer than
open-ended. (Closed-ended easier).
• What & Where most frequently used
• Accomplished via suprasegmental aspects of speech
Interrogatives
• First: What & where
• Followed by: Who, whose, & which
• Then followed by: When, how, & why
Tag Questions
• Simple: I do this, okay?
• Complex: You don’t like the news, do you?
Imperative-Sentence Form
Includes:
• Commands
• Demands
• Requesting
• Insisting
children assert more dominance
, Negative-Sentence Form
• “No” emerges first
• May occur before a subject
• Early: “No go”
• Later: “can’t go”
• 4 y.o.: “He’s not walking”
Phonemic awareness
Defined as the specific ability to focus on and manipulate individual sounds in
spoken words, such as segmenting and blending words.
Phonological awareness
• defined as a broad, umbrella skill that involves the knowledge of sounds and
syllables and the sound structure of words.
Pragmatic development
• Relates to the here and now
• Context is a major factor (setting, who they are talking to)
• Much more complex roles within a conversation
Conversational Repair
• Children revise and repair their messages frequently
• Pauses
Speech sound acquisition
early 8 vs. middle 8 vs. late 8
early 8 speech sounds
Emerging development between ages 1-3 w/consistent production ~ age 3
-Mostly bilabial
-Some nasals
-not a lot of constriction of vocal tract
/p/, /b/, "y",/ j/, /n/, /w/, /d/, /m/, /h/
middle 8 speech sounds
Emerging development between ages 3-6 1/2 with consistent production. ~
age 5 1/2
-mostly labiodentals
/t/, "ng", /k/, /g/, /f/, /v/, "ch", "j"
Late 8 speech sounds
Emerging development between ages 5-7 1/2 with consistent production ~
age 7 1/2
-More articulation like "sh" and /r/
"sh", /s/, "th", /r/, /z/, /I/, "zh"
present progressive
-ing
ex: mommy driving
,Age of mastery 19-28
regular plural
-s
ex: cats, wishes, classes,
Age of mastery 27-33
possessive
's
ex: mommy's cup
Age of mastery 26-40
Regular past tense
-ed
ex: walked, talked
Age of mastery 26-48
Regular third person
-s
ex: he runs, She skipps
Age of mastery 26-46
,General Sentence form/syntactic development
Noun phrase and verb phrase elaboration are what helps increase sentence
length, as does the use of articles, demonstratives, conjunctions, etc.
Noun phrase
a word or group of words that functions in a sentence as subject, object, or
prepositional object.
verb
An action word
verb phrase
is made up of a main verb and one or more helping verbs.
syntactic development: Birth
sounds
syntactic development: 0-3 months
Differentiating cries- baby uses a different cry for different situations
syntactic development: 4-6 months
vocal play - gurgling, babbling
syntactic development: 7-12 months
speech like babbling including the use of consonants and vowels.
First words - "mama" "doggie"
syntactic development: 1-2 years
use of two word questions.
,-"No doggie?", "where ball?"
syntactic development: 2-3 years
Two/three word utterances. use of attributes
-"Big", "Furry"
syntactic development: 3-4 years
combination of four or more words in sentence form
syntactic development: 4-5 years
Use of long and detailed sentences.
Use of "adult-like" grammar
Declarative-Sentence Form
SVO (subject-verb-object) occurs around 30 months
• Increases in complexity
Initial examples: Doggie eat, Throw ball
• Agent action, action object
Almost age three: “Mommy is eating ice cream”
• Subject + aux + verb+ object
Age 4: “he gave me the ball”
• Subject + verb + indirect object+ object
Interrogative-Sentence Form
QUESTIONS ARE BEING ASKED
,• Enables children to obtain information
• More specific questions directed to children are easier to answer than
open-ended. (Closed-ended easier).
• What & Where most frequently used
• Accomplished via suprasegmental aspects of speech
Interrogatives
• First: What & where
• Followed by: Who, whose, & which
• Then followed by: When, how, & why
Tag Questions
• Simple: I do this, okay?
• Complex: You don’t like the news, do you?
Imperative-Sentence Form
Includes:
• Commands
• Demands
• Requesting
• Insisting
children assert more dominance
, Negative-Sentence Form
• “No” emerges first
• May occur before a subject
• Early: “No go”
• Later: “can’t go”
• 4 y.o.: “He’s not walking”
Phonemic awareness
Defined as the specific ability to focus on and manipulate individual sounds in
spoken words, such as segmenting and blending words.
Phonological awareness
• defined as a broad, umbrella skill that involves the knowledge of sounds and
syllables and the sound structure of words.
Pragmatic development
• Relates to the here and now
• Context is a major factor (setting, who they are talking to)
• Much more complex roles within a conversation
Conversational Repair
• Children revise and repair their messages frequently
• Pauses
