![]() ![]() If you look closely, you will see that Consonant Cluster Reduction (top for stop) should be eliminated by age 4 and gliding (weed for read) should be eliminated by age 3-6. This chart lists when phonological processes should be eliminated. ![]() This chart is ALSO in the ND guidelines (I believe it’s taken from the Kahn Lewis information and possibly from Barbara Hodson’s book). It simply means the child may have a frontal lisp or an /r/ distortion in blends until that age (which is a no brainer because we’re not going to expect perfect in blends before we have them in singletons). This normative chart does NOT mean that the phonological process ofĬluster reduction, simplification, or deletion is age appropriate until age 7. It does NOT mean that it is perfectly okay for a child to not have clusters until age 7. That means that the child should be able to produce a true /s/ (no lisp) in a blend at age 7. This chart, in and of itself, does not mention WHY it talks about /s/ blends and /r/ blends as developed at those ages, but it’s not a big leap to figure out it’s because that’s when /s/ and /r/ are developed (according to them). While /r/ blends /pr, br, tr, dr, kr, gr, fr/ are listed as developed at…you guessed it…age 8. On the right hand side of this chart, there is a breakdown of “word-initial clusters.” You can see that /sp, st, sk, sm, sn, sw, sl/ are all listed as the age of acquisition to be 7 years. When you look at the left side of the chart – you can see that /s/ is listed as developed at age 7 and /r/ is listed as age 8. For the record, different charts have /s/ and /r/ as developed in the majority of kids by age 4 but that’s a different rant. I’ve blogged before about how it compiled information and is wrong…BUT, for better or worse, it’s the “norms” we’re stuck with using. Now, I have some issues with this chart in and of itself. The ages on the chart are when 90% of kids produce the sound correctly. When you look at this chart, it seems fairly straight forward. This is the Iowa-Nebraska norms available in many places by googing “Iowa-Nebraska artic norms.” I retrieved this from our ND Guidelines that we use for eligibility for speech and language. (note: I have no data to show that her interpretation is harming or helping the kids.) When expressing my distress over this misunderstanding on twitter, I was reminded that it is not just this one SLP who misinterprets these norms. I was surprised to see how she interpreted the Iowa Nebraska norms that we use in our eligibility rubrics. The SLP in that town is experienced, knowledgeable, and competent. I recently had the joy (and it was fun) to help out at a kindergarten screening for a nearby town. I have to say, I honestly hadn’t considered how language milestones are interpreted…but it’s absolutely true they are misunderstood or maybe ignored much the way articulation norms are misused.īut it really drove home how we tend to view milestones or normative charts not as how they were meant to be used – but how they best work in our favor.ĭid that poke a bit? I’m sorry…Let me explain… That post, from Teach me to Talk, is available here. Then, a couple days ago, I had the distinct pleasure of reading a post on the way language milestones are often misunderstood. Recently, while speaking with many of my SLP friends on twitter, some expressed distress that articulation norms are so often misunderstood or misused. I wanted to write a post about it a few weeks ago and prudence dictated I wait until I wasn’t quite so…frustrated. This document gives useful definitions of language, speech, articulation, voice,and fluency.Happy Better Hearing and Speech Month! This post has been sort of percolating for a while and with Better Hearing and Speech Month’s focus on early intervention and the recent influx of new grads it seems relevant. Learning a single language will accomplish the listed milestonesĪnd what you can do the help them achieve these milestones This page provides the average age by which most children Here are some links to useful information and answers to frequently asked questions. Perhaps the best place to find answers is the American Speech Language and Hearing Association (ASHA). ![]() There are several resources on the web that provide useful information. Many parents and family members or friends of families have questions about a child they know who they believe might have a communication impairment. ![]()
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