Let’s Take Articulation to the Next Level: Phonology
Phonology is the term used to describe how the act of articulation is neurologically organized and just like any other brain function is an extremely rule governed human behavior.

Phonology, like articulation, is performed at the unconscious level and is too a highly complex process. It involves learning sounds through imitation, learning rules about how sounds are organized in words, and learning how sounds are affected when combined with other sounds.

Here are some examples of how phonological rules affect sound production at the word level and at the sentence level:

word level
There are sounds in the English language that affect word meaning, represented for the most part as letters in the alphabet, like a /t/.

Depending on where in the word /t/ is placed, it will be produced differently, therefore creating multiple versions of the same sound /t/ in the English language.
In the initial position of words, /t/ has an extra air release called aspiration,
“time”

In the medial position of words, /t/ sounds like a “d”
“letter”

In the final position of words, /t/ is in its original form.
“combat”

sentence level
The following are two sentences that have different word meanings, however due to the way sounds are affected in running speech they sound exactly alike.

Let’s buy some milk at Mat’s Mart.

Let’s buy some books at Mat Smart.

Understanding that the same sound can change meaning depending on where it is placed in a word or sentence, can help you understand the complexity of the phonological rules that the human brain can handle.

What you need to know about Phonology:
This rule-governed process begins at the level of our ears. Sounds are introduced through hearing and organized as we develop in our childhood.  What we hear is then organized at the level of the brain. After organizing and interpreting these sounds, we continuously practice them via the speech process.

Therefore, listening, organizing and practicing are essential aspects of learning these rules. A breakdown in any of these aspects, whether due to a hearing impairment (listening), a processing difficulty (organizing), or a motor impairment of the oral cavity (practicing), can cause what we refer to as a Phonological Disorder.

Troubles with Phonology:
As we mentioned in our last article, it is normal for typically developing children to have trouble articulating certain sounds. During childhood, sounds are slowly beginning to take form. Therefore, there are normal error patterns that will occur in the developing child that help him/her adjust their system when learning all the sounds of their language.
For example, it is normal for a very young child to substitute the sounds /l/ and /r/ with a /w/. They may say “wabbit” instead of “rabbit.”

It is important to note though there are some atypical error patterns or processes and that in some instances children may create their own error patterns. At this point formal treatment by a speech language pathologist is indicated.

At Speech Therapy Center, Inc. we take the position of treating the child as a whole; therefore we will not only address a diagnosis and treat the child we will address factors that may be playing a role in your child’s development; most importantly, his/her ears. Other professionals such as the Ear, Nose and Throat doctor (ENT) or the Audiologist may play in equal role when dealing with a Phonological Disorder.

Phonological Disorder? What is that?
As previously described, a Phonological Disorder is characterized by a breakdown in the rule system for sounds.

The following are characteristics of phonological disorders:

Specific trouble may include the following:
1.    Prolonged use of normally developing phonological processes
a.    For example an older child that continues to substitute /r/ and /l/ with /w/.
2.    Use of atypical phonological processes
a.    An example of an atypical process is Initial Consonant Deletion.  Where the would say “all” for “ball”
3.    Idiosyncratic (self-made) phonological processes

Please Remember: A hearing impairment or recurrent ear infections, affects how speech sounds are heard and thus affect how phonological rules are activated.

Here are some phonological errors that frequently occur:
•    Fronting: pushing sounds made in the back of the mouth like /k/ to a more forward position like /t/
o    Ex: “tool” instead of  “kool”
•    Stopping: stopping the continuous air flow from some sounds like /s/ to make them shorter like /t/
o    Ex: “two” instead of  “Sue”

Here are some atypical occurrences of phonological errors to listen for:
•    Backing: pushing sounds made in the front of the mouth like /t/ to a more back position like /k/
o    Ex: “kool” instead of  “tool”
•    Fricating: continuing the stopped air flow from some sounds like /t/ to make them longer like /s/
o    Ex: “sue” instead of  “two”

Did you notice that the atypical ones are exactly the opposite of the normally occurring ones?

•    Self-made rules can vary widely. They can be anything from making all words begin the “l” sounds, to making all sounds produced with the lips such as “p,” “b,” and “m” into a “t” sound.

What Causes a Phonological Disorder?
We stress that although there are some specifically known medical diagnoses that co-occur with articulation and phonological disorders, some causes are also unknown.

Hearing Impairment at different degrees will automatically co-occur with phonological disorders due to the nature of auditory difficulty. Middle ear infections will very likely make an impact as well.

When concerned that your child may be exhibiting characteristics of an articulation and/or phonological disorder always remember to have his/her hearing examined!

How do we Detect Phonological Disorders?
A child with a phonological disorder will almost always have difficulty being understood by the listener. Although the child may appear to be very talkative; the person listening “cannot understand what they are saying.”

Please use additional tools on our website MySpeechTherapyCenter.com, to help you become familiar with developmental norms for speech development.

The following is a link to our Communication Wellness Quiz. This tool helps parents identify red flags in their children’s communication development.

http://www.myspeechtherapycenter.com/?page_id=401

How to Prevent Phonological Problems:
Although the following are not remedies for phonological disorders, they are good tips for enhancing your child’s articulation development, and avoiding problems in the future.

•    Routinely have your child’s hearing examined.
•    Don’t delay in treating middle ear infections.
•    Speak to your child slowly and clearly.
•    Monitor the noise level in your child’s learning environment.
•    Track your child’s development using tools given by educative websites and/or a local speech language pathologist.

GOOD IDEA: Expose your child to letters and sounds at a very early age, using flash cards, story books, or cooking games such as letter cutters for cookies. There is a strong correlation between literacy and a healthy developing phonological system and vice-versa.

Stay tuned next week for information on Apraxia, an impairment that affects both Articulation and Phonology. We hope that you have enjoyed this information!