California State University, Sacramento



STUDY GUIDE TEST ONE--CSAD 126

1. Why is it important to study speech sound disorders? If people have difficulty in these areas, how does this difficulty potentially impact their lives?

2. Define the terms phoneme, narrow phonetic transcription, and diacritic marker.

3. What does the text mean when it talks about place, voice, and manner of articulation?

4. Give 2 phonemes as examples of each category: fricatives, affricates, nasals, glides, liquids (e.g., 2 fricatives are /f/ and /s/).

5. By 5-7 years of age, what sounds should be mastered by typically-developing children?

6. Define the term undershoot.

7. What is a phonological pattern/process?

8. Give 3 examples of each of the following phonological processes: unstressed syllable deletion, reduplication, epenthesis, diminutization, final consonant deletion, cluster reduction, stopping, deaffrication, velar fronting, backing, liquid gliding, and vocalization.

**On the exam, I am extremely interested in examples of the phonological patterns (e.g., if a child says tæt/kæt, what pattern is that?)

9. Describe the types of assimilation that a child may demonstrate, and give 2 examples of each.

10. Describe the infant developmental stages. What happens at each stage?

12. Discuss common types of errors that children make (e.g. final /n/ replaced by /m/ and /ng/).

13. What are the expectations of intelligibility at various ages?

14. List the phonological patterns disappearing by age 3 and persisting after age 3.

15. Although we use the term speech sound disorder as an umbrella, the terms articulation disorder and phonological disorder are alive and well. ( Please define those two terms.

16. Please be able to recognize the narrow symbols that we discussed on from the book.

17. What does MOOSE mean? What does this acronym stand for?

18. Many children reduce consonant clusters. What are some typical patterns we might see?

19. Summarize the results of the Macrae and Tyler study (Speech abilities in preschool children….).

20. How are phonemic diphthongs different from nonphonemic diphthongs?

22. Define the terms protowords and real words.

23. What are norms for phonological awareness? E.g., what phonological awareness tasks should typically-developing children be able to do by age 4? By age 5?

24. List the characteristics of clear speech.

25. What does your text say about the disciplines of linguistics and psychology and speech-language pathology?

26. Summarize the findings of the study by Tambyraja et al. (2020). What is the relationship of speech sound disorders to reading risk?

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