The child may say the word /oor/ instead of /door/. Initial consonant deletion is when the first sound of the word is left off. This process should stop by the age of 3. For example, the word /dog/ may sound like /do/. For example, the word /tree/ may sound like /tee/.įinal consonant deletion is when the last sound of the word is left off. Syllable structure changes occur when a child takes a word and deletes, adds or modifies the word in some way that makes it incorrect.Ĭluster reduction is when a child takes two sounds that they speak together and replaces them with another sound. You might hear the child say /pook/ instead of /book/. Pre-vocalic Voicing is when a kid substitutes a voiced consonant with a voiceless consonant in the beginning of the word. For example, they might say “dod” instead of “dog.” This process will eliminate itself by the age of 3. This will disappear by the age of 3.Īssimilation is when the child produces a sound that he or she already heard in the word. For example, the child might say /baba/ instead of /bottle/.
Reduplication occurs when kids produce sounds repeatedly during a word. Type 2: AssimilationsĪssimilations are speech errors that kids make by taking a sound and replacing it with sounds that are similar or that they produce in the same way, but that isn’t the correct phoneme they should be using. For example, they may say /pie/ for /dye/ or /pip/ for /tip/. Labialization is when a child makes a sound that they shouldn’t make with the lips and makes it that way. The process will stop in children by the age of 4. For example, a child might say /ships/ for /chips/. This process will disappear by the age of 3.ĭeaffrication is when a kid replaces the /ch/ or /j/ sounds with sounds that they say more in the front of the mouth.
An example of this process is saying /duice/ for /juice/. For example, a child might say /papuh/ for /paper/.Īffrication is when a kid replaces a sound like /t/ or /d/ with the /ch/ or /j/ sound. Vowelization is exactly what it sounds like when a kid replaces a sound like /l/ with a vowel sound. Kids should stop making these types of substitutions by the age of 5. For example, a child might say /dip/ instead of /chip/ or /dish/ instead of /fish/. Stopping is when a kid substitutes a sound like /f/, /s/, /ch/, or /j/ with sounds that are short and explosive, like /p/ or /d/. This process is present in typically developing children until the age of 6-6.5. For example, the child might say /yewow/ for /yellow/. Gliding is when kids substitute the /r/ sound with the /w/ sound, and the /l/ sound is replaced with a /w/ or /y/. This process usually disappears in typical children by 3.5 years old.
For example, the child might say /toe/ for /go/. This is when sounds that should be created in the back of the mouth, are made in the front. This is consistent with more severe phonological delays.įronting is the exact opposite of backing. For example, kids might substitute the word /dog/ with the word /kog/. Substitutions – These are speech errors where kids replace the correct sounds with different sounds, making the word unintelligible.īacking is when kids replace sounds created in the back of the mouth with the sounds that should be produced in the front of the mouth. We speech therapists would say that his/her speech shows a delay because that process typically ends in children by the age of 3.ĭifferent Types of Phonological Processes Type 1: Substitutions For example, a child with a phonological disorder uses the phonological process of “reduplication,” like saying “wawa” for “water” by the age of 4. Young children form these patterns because they do not yet have the skills to produce the words accurately and clearly.įor example, you may hear children say the word, “plane,” but it comes out at “pane.” They may also delete sounds in the word, such as “nana” for “banana.” There are many different patterns that can occur in a child’s speech, which is “normal” while their language develops.Ī phonological disorder occurs when the patterns the child uses exist beyond the period of time that “typical” children have stopped using them, or when the errors are even more different than expected. Typically, there are speech patterns that developing children use when they are learning speech sounds. Definition and Explanation of Phonological Processes
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