1. Introduction
1.1 Participants
The participants in the recording consist of two people; the subject of this research, Nayli Qismi Bin Qadrullah, a 2 years 8months old baby & her mother, Nurulizawati Binti Haji Mohd. Tajuddin. Nayli Qismi was born with special case; cleft lip and palate, unilateral cleft (one side only). She has undergone two surgeries already; the cleft lip surgery and the recent one was cleft palate surgery which she had earlier this year. Before she had her surgery, her speech was not clear and sometimes, she chose to point on things rather than talking. However, after she had her second surgery, she attends speech therapy twice a month and her development of language has changed drastically. For example; one of her first word that she pronounced is her name ‘Nayli’, she pronounced it correctly without emitting the first consonant which ‘n’ is a nasal resonance. Thus, with such progress, I am interested to analyze her language development especially on her phonology.
1.2 Settings
The recording was made in a living room while Nayli was having a play time with her mother. During the recording session, she was given a book, titled ‘Sleep Tight!’ to identify the characters in the book and also, the activity of each character in the book. In addition, towards the end of the recording, Nayli was shown our family portrait and was asked to identify everyone in the picture.
1.3 Cleft Lip and Palate
Cleft lip and palate is “an opening in the lip and/or palate (roof of the mouth) that is caused by incomplete development during early fetal formation” (KidsHealth, 2013). However, cleft lip and palate may also cause other problems such as difficulty of talking and also, hearing loss.
Fortunately, National Institutes...
... middle of paper ...
...Subramaniyan, B. (2009). Communication disorders in individuals with cleft lip and palate: An overview. Retrieved on November 8, 2013 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2825064/
4. National Institute of Health (2013). Phonological Disorder. Retrieved on November 3, 2013 from http://www.nlm.nih.gov/medlineplus/ency/article/001541.htm
5. No Author (2013). Basic Canonical Syllables. Retrieved on November 3, 2013 from http://www.vocaldevelopment.com/canonical.htm
6. No Author (2013). KidsHealth: Cleft Lip and Palate. Retrieved on November 3, 2013 from http://kidshealth.org/parent/medical/ears/cleft_lip_palate.html
7. Super Duper (2004). What are Phonological Procceses?. Retrieved on November 2, 2013 from http://www.superduperinc.com/handouts/pdf/66_Phonological.pdf
8. Yule, G. (2010). The Study of Language (4th ed.). Cambridge: Cambrdige University Press.
From the time Caroline began preschool she had a severe speech sound disorder. She had a lisp along with difficulty producing what she referred to as harsh sounds, such as the sound /r/. The lisp caused difficulty in producing /th/ which was produced in the form of /s/. The sounds that gave her the most trouble were the lingua-dental. There was extreme difficulty in the articulation of her tongue to produce the sounds, and in order to compensate for not being able to say the words properly she began to omit the sounds she could not produce. Her speech language pathologist explained to her that she had a lazy tongue. It was described to her that she did not know how to properly move her tongue in the specific ways to produce the specific sounds. When Caroline was asked what she thought had caused her speech disorder, she thought it was because she had a delay in her verbal abilities and poor mouth structure as her mouth was narrow, and teeth were very crooked. However, the underlying cause was not known.
As most people know speech and language issues would only happen with children just learning to talk and tennagers in middle school to high school. The reasoning behind this is because most people don’t correct their children’s speech when they are first learning due to the fact that the parents or grandparents think it is to cute to correct, which only hurts the children more th...
When most people think of the process of language development in “normal” children, the concepts that come to mind are of babies imitating, picking up sounds and words from the speakers around them. Trying to imagine that a child who cannot hear one single sound a person makes can learn to speak a language is absolutely fascinating. These children range from amazin...
Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering the negative effects of speech and language delay.
Her phonetic inventory is well developed. She has no troubles creating the age-appropriate speech sounds. The child is just above normal because she can produce more adult-like sounds than her peers. She has control over her articulators and she knows how to manipulate her oral cavity to produce the correct sounds.
Speech Language Pathology helps solve or improve situations with language and speech. Some of the things that works are: articulation, fluency, and oral motor disorders. In the articulation disorders we can found: the difficulties in producing sound and the correct pronunciation of words. In the other hand the fluency and the oral motor disorders we found di...
The mind of an infant and toddler is a sponge to language. Whether or not the child is able to speak, their brain is rehearsing and affirming the linguistic structures they hear, and the period of baby talk—called “babbling”—is a crucial time of experimentation with sound. During this time, the child will babble while in social situations in order to see which phonological structures receive positive responses from their parents—i.e. which combinations of sounds elicit responses. If a child cannot hear the sounds that their language offers, the child does not have the opportunity to babble. A child with significant hearing loss will still make sounds in infancy, but will quickly cease due to the lack of response and the fact that they cannot hear the sounds they are making and so cannot affirm them for themselves.
According to ASHA, more than 2 million people in the United States have a severe communication disorder that impairs their ability to talk. This problem may be short or long term, and may be congenital (present at birth), acquired (occurring later in late), or degenerative (worsening throughout life). Some disorders could be from lack of oxygen at during the birth process, premature birth, genetic disorders, Cerebral Palsy while others may be caused by aTraumatic Brain Injury, or degenerative diseases.
Nagarajan, Roopa, V. H. Savitha, and B. Subramaniyan. "Communication disorders in individuals with cleft lip and palate: An overview." US National Library of Medicine. US National Library of Medicine. Web. 10 Mar 2014.
Child development language is a process by which children come to communicate and understand language during early childhood. This usually occurs from birth up to the age of five. The rate of development is usually fast during this period. However, the pace and age of language development vary greatly among children. Thus, the language development of a child is usually compared with norms rather than with other individual children. It is scientifically proven that development of girls language is usually at a faster rate than that of boys. (Berk, 2010) In other terms language development is also a crucial factor that reflects the growth and maturation of the brain. However, this development usually retards after the age of five making it very difficult for most children to continue learning language. There are two major types of language development in children. These include referential and expressive language development styles. In referential language development, children often first speak single words and then join the words together, first into –word sentences and then into th...
-Congenital defect in which the lateral halves of the palate fail to fuse during embryonic development. It may be localized to the uvula, the soft and/or hard palate, or the lip. Combined cleft lip and palate is more common in males, whereas isolated cleft palate occurs more frequently in girls. Corrective surgery is usually successful if approached after 18 months of age.
Stuttering is a disorder of oral communication and it is characterized by disruptions in the production of speech sounds, also called "disfluencies" (American Speech-Language-Hearing Association, 2014). It usually emerges in childhood and affects around 5% of the population (Guitar, 2006), even though there is some variation in the incidence of stuttering in different studies. During infancy, it is common for children to present dysfluency because of the complex process of language acquisition and development. These disfluencies are normal and tend to disappear in 80% of the children, however for some it may evolve into a chronic state that is called developmental stuttering. Stuttering can also occur in two other circumstances, from injuries, which is called acquired or neurogenic stuttering and another one, involving psychological aspects (Oliveira et. al., 2012). Perkins, Kent and Curlee (1991) focused on the theories to explain the possible causes of disfluency and theorized that speech disruption and time pressure are the two important variables that may account for the stuttered dysfluency.
Consequently, usually around the sixth month, the infant begins to babble. A large variety of sounds are produced in this period, many of them do not considered occur in the language of the household. During this period, children are learning to distinguish between the sound that are part of their language, and the one which does not. In the stage of babbling, children are learnt to maintain the correct sounds and suppressed the one which are incorrect.
Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotion language expresses emotional meaning. Ceremonial language is mostly engaged with emotions but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children. Children go through a number of different stages as language develops. According to Craig and Dunn, (2010), “Even before birth, it appears that infants are prepared to respond to and learn language” (p. 112). Children develop these skills quickly with nature and nurture influences. Researchers have proposed several different theories to explain how and why language development occurs. This paper is an overview of the process of early childhood language development with research evidence supporting the information stated.
Further in this term-paper I am going to describe the stages in child language acquistion starting from the very birth of an infant till the onset of puberty.