The child judges whether a word has a long-short, front-back, noisy-whisper sound in it. Next the child enters Word Level and minimally contrasted word pairs are introduced for listening (not production). all stops are presented to the child, still referring to the sound properties (long-short etc). Then, at Phoneme Level entire sound classes are contrasted, using visual cues. The aim is to show the child that environmental sounds and vocalisationscan be classified as long-short, front-back and noisy-whisper (growly-quiet). The next step is different depending whether substitution processes (e.g., Fronting, Stopping, and Gliding where one sound replaces another) or syllable structure processes (e.g., Weak Syllable Deletion, Cluster Reduction, Final Consonant Deletion in which the structure of the syllable changes) are being targeted.įor substitution processes, at Sound Level the vocabulary the child has learned (Mr Growly, Short Sound, etc.) is transferred to describing non-speech sounds: castanets, whistles, the therapist’s vocalisations, and animal and vehicle noises. The Metaphon team reported that it may not take long for children to achieve this level of accuracy. Front Sound are introduced, with the aim of having children identify sounds by their properties with 100% accuracy. The aim is to capture the child’s interest in the phonology of the target language, to alert the child to the properties of sounds and their contrastive potential, to show that contrasts between sounds convey meaning and to facilitate the child’s knowledge that these features can be manipulated to increase the likelihood of being understood.Īt Concept Level individual speech sounds are not contrasted and the child learns a conceptual vocabulary to use later for PVM awareness, e.g., Mr Noisy or Mr Growly to denote voiced consonants, Mr Whisper or Mr Quiet for voiceless ones. Phase 1 is the most important phase of Metaphon, and the one most distinct from other published phonological intervention programmes. Phase 1 comprises Concept Level, Sound Level, Phoneme Level and Word Level. The child is taught that language is used to communicate, and that language which is normally opaque can be made transparent or tangible. Metaphonetic skills are trained to improve a child’s ‘cognitive awareness’ of the properties of the sound system, while metalinguistic tasks are used to develop more successful use of repair strategies. The essence of Metaphon is in two overlapping treatment phases followed by a discrete final phase. Feature contrasts are usually minimal or near-minimal. substitute sound pairs are selected for treatment. Phonological analysis is performed using the test in the Metaphon Resource Pack (or the phonological assessment of choice) and errors are described in terms of phonological processes. San Deigo, CA: Singular Publishing Group, Inc.Metaphon (Dean & Howell, 1986 Dean, Howell, Hill & Waters, 1990 Dean, Howell, Waters & Reid, 1995) is based on the principle that homophony motivates phonemic change. Kent (Eds.), The new phonologies: Developments in clinical linguistics. A practical guide for families and teachers. Table 3: Elimination of Phonological Processes. If you are concerned about your child’s speech or language development, please email for free advice: please see our fixed fee assessment which may meet your needs Stopping voiceless 'th': thing = ting 5 0.Weak syllable deletion: elephant = efant 4 0.Final consonant deletion: comb = coe 3 3.This includes an example, and the approximate age (years months) at which these processes will stop being used. Below you will find descriptions of phonological processes (a pattern of sound error(s)) a typical child will use.
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