Phonological
Processing EEC 424
Dr. Piowlski
Ellefson, Alison R., & Raiber, Makenzie B. 10/ 3/17
Definition
Phonological processing is the use of the sounds of one's language to process spoken and written
language.The broad category of phonological processing includes phonological awareness, phonological
working memory, and phonological retrieval.
(http://www.asha.org 2017)
There are three areas that comprises the function of phonological processing. Phonological
processes includes:
Phonological awareness
Phonological awareness is the awareness of the sound structure of a language and
the ability to consciously analyze and manipulate this structure via a range of
tasks, such as speech sound segmentation and blending at the word, onset-rime,
syllable, and phonemic levels.
Phonological memory
Phonological working memory involves storing phoneme information in a
temporary, short-term memory store.
Rapid Automatised Naming (Phonological retrieval)
Phonological retrieval is the ability to recall the phonemes associated with
specific graphemes, which can be assessed by rapid naming tasks.
(http://www.asha.org 2017)
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Characteristics
A phonological process disorder involves patterns of sound errors. For example,
substituting all sounds made in the back of the mouth like "k" and "g" for those in the
front of the mouth like "t" and "d" (e.g., saying "tup" for "cup" or "das" for "gas").
Children with phonological disorder will substitute, leave off, or change sounds. These
errors may make it hard for other people to understand the child.
Children with phonological disorder do not use some or all of the speech sounds expected
for their age group
Problems with words that begin with two consonants. " Friend " becomes " fiend " and "
spoon " becomes " soon
These errors may make it hard for other people to understand the child
(http://www.asha.org 2017)
Phonological processing disorder video
https://www.youtube.com/watch?v=1Y8t5AK3vaQ
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Causes
In most cases there is no known cause of articulation and phonological disorders.
Sometimes speech difficulties can be attributed to a physical cause such as cleft lip and
palate, cerebral palsy, and/or hearing impairment. These would be a structural problem,
or an abnormality in the areas necessary for speech sound production, such as the tongue
or the roof of the mouth
They may also result from a traumatic brain injury (TBI) or other conditions or
syndromes, being neurological problems or abnormalities. This category includes
problems with the muscles of the mouth that do not allow the child sufficient fine motor
control over the muscles to produce all speech sounds
(www.minddisorders.com 2017)
Misconceptions
This processing disorder is commonly associated and grouped with another
processing disorder called orthographic processing.
Orthographic processing is the ability to understand and recognize writing
conventions, and words containing correct and incorrect spelling.
To develop orthographic knowledge, children must be exposed to and attend to
spelling patterns over multiple exposures. Multiple exposures facilitate the
processing needs of the brains memory systems and allow information to become
part of the long-term memory. By rapidly and automatically identifying common
letter patterns, readers are able to conserve the cognitive resources needed for
comprehension. Much like the repetition
Stop talking like a baby It's so cute They will just grow out of it
Range of Severity
There are ranges of severity to all disabilities, phonological processing disorder included. There
are cases that range from mild to moderate and severe. The prognosis of children with
phonological disorder is generally good.
It is reported that in 75% of children with mild-or-moderate forms of the disorder, and
whose problems do not stem from a medical condition, the symptoms resolve before age
six.
In many other cases, children who receive treatment eventually develop normal or close
to normal speech.
In some cases, there may be mild effects that last until adulthood, but speech is
completely understandable.
For children with phonological disorder due to a neurological or structural cause, the
outcome generally rests on how well the cause of the problem is treated.
(www.minddisorders.com 2017)
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Prevalence/Statistics
Nearly 1 in 12 (7.7 percent) U.S. children ages 3-17 has had a disorder related to voice,
speech, language, or swallowing.
The prevalence of voice, speech, language, or swallowing disorders is highest among
children ages 3-6 (11.0 percent), compared to children ages 7-10 (9.3 percent), and
children ages 11-17 (4.9 percent).
More than half (55.2 percent) of U.S. children ages 3-17 with a voice, speech, language,
or swallowing disorder received intervention services in the past year.1 White children
(ages 3-17) with a voice, speech, language, or swallowing disorder are more likely to
have received intervention services in the past 12 months, compared to Hispanic and
black children, at 60.1 percent, 47.3 percent, and 45.8 percent respectively.
(www.nidcd.nih.gov 2016)
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What does having a phonological processing disability feel like?
https://www.understood.org/en/tools/through-your-childs-eyes
This stimulation will walk you through how it would feel to have a phonological processing
disorder. There is an introduction with a child explaining shortly, then you are asked to read a
simple task with the lens of having a phonological processing disorder.
Frustrating when people cannot understand what you are saying.
Always having to repeat what you said because other cannot understand.
Challenging to speak with others.
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References or Resources
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Interventions and Accommodations
Reading/Math: Teachers can use direct modeling of how to pronounce specific
vocabulary pertaining to lessons.
Writing: Students could potentially use inventive spelling of words, based on how
they pronounce or perceive words. To accommodate students during writing, you
can pair them with a peer or use assistive technology.
Visual: Teachers can have a word wall in the classroom for student reference.
Modeling actions or gestures that represent letter sounds. (Example /a/ gesture
eating an apple, /m/ gesture rubbing stomach.)
Auditory: Have students listen to words and then practice pronouncing them the
correct way. Repeat this multiple times for each word being practiced.
Sensory: When teaching students to learn sounds, have them place their hands
on their vocal cords, nose, and feel the vibrations made in the mouth when
pronouncing specific letters.
Feedback: When asked to say a specific sound or letter giving instant feedback of
where the sounds produced correct or incorrect, modeling and trying again if
incorrect.
Assessments: Teachers can give frequent informal assessments to students by
listening to them speak and observing progress on specific skills being
monitored.
