Special Ed, Formative Assessment
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| Difficulty producing sounds as well as disorders of voice quality or fluency of speech. (Ex: Hoarse voice) pg.154 | Speech Disorder
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| Difficulty receiving, understanding, or formulating ideas and information. pg. 154 | Language Disorder
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| Characterized by difficulty receiving or understanding information. pg. 154 | Receptive Language Disorder
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| Characterized by difficulty formulating ideas and information. pg. 155 | Expressive Language Disorder
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| A condition in which a person has a split in the upper part of the oral cavity or the upper lip. pg. 155 | Cleft plate/lip
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| A language variation that a group of individuals uses and that reflects shared regional, social, or cultural/ethnic factors. pg. 155 | Dialect
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| Oral expression of language. pg. 156 | Speech
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| A structured, shared, rule-governed, symbolic system for communicating. pg. 157 | Language
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| The use of sounds to make meaningful syllables and words. pg. 157 | Phonology
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| Individual speech sounds and how they are produced, depending on their placement in a syllable or word. pg. 499 | Phonemes
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| The system that governs the structure of words. pg. 157 | Morphology
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| The smallest meaningful unit of speech. pg. 157 | Morpheme
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| Provides rules for putting together a series of words to form sentences. pg. 157 | Syntax
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| Refers to the meaning of what is expressed. pg. 157 | Semantics
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| Refers to the use of communication in contexts. pg. 157 | Pragmatics
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| Emphasize that communication skills are learned through social interactions. pg. 158 | Social Interaction Theories
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| One of the most frequent communication disorders in preschool and school-age children. Occurs when the child cannot correctly produce the various sounds and sound combinations of speech. pg. 159 | Articulation Disorders
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| A speaker's production of individual or sequenced sounds. pg. 159 | Articulation
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| Common, as when a child substitutes /d/ for the voiced /th/ ("doze" for "those"), /t/ for /k/ ("tat" for "cat"), or /w/ for /r/ ("wabbit" for "rabbit"). pg. 159 | Substitutions
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| Occur when a child leaves a phoneme out of a word. pg. 159 | Omissions
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| Occur when a students place a vowel between two consonants, converting "tree" into "tahree". pg. 159 | Additions
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| Modifications of the production of a phoneme in a word; a listener gets the sense that the sound is being produced, but it seems distorted. pg. 159 | Distortions
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| A motor speech disorder that affects the way in which a student plans to produce speech. pg. 160 | Apraxia
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| Affected by the tension and size of vocal folds, the health of the larynx, and the location of the larynx. pg. 160 | Pitch
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| The length of time any speech sound requires. pg. 160 | Duration
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| Based on the perception of the listeners and is determined by the air pressure coming from the lungs through vocal folds. (loudness or softness) pg. 160 | Intensity
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| The perceived quality of someone's voice, determined by the way in which the tone coming from the vocal folds is modified by the spaces of the throat, mouth and nose. pg. 160 | Resonance
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| The type of resonance trait that allows air to pass through the nasal cavity on sounds other than /m/, /n/, and /ng/. pg. 160 | Hypernasality
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| Resonance problem that causes an individual to appear as if they have a cold or are holding their noses when speaking, because air cannot pass through the nose and comes through the mouth instead. pg. 160 | Hyponasality
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| Describes a language disorder with no identifiable cause in a person with apparently normal development in all other areas. pg. 500 | Specific Language Impairment
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| Caused by an identifiable problem in the neuromuscular mechanism of the person. pg. 162 | Organic Disorder
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| No identifiable organic or neurological cause. pg. 162 | Functional Disorder
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| Disorder that occurs before birth. pg. 162 | Congenital Disorder
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| Disorder the occurs well after birth. pg. 162 | Acquired Disorder
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| Examination of the appearance, strength, and range of motion of the lips, tongue, palate, teeth, and jaw, is also typically conducted. pg. 164 | Oral Motor Exam
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| Uses two languages equally well. pg. 164 | Bilingual
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| Uses two variations of language. pg. 164 | Bidialectal
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| Focuses on augmented input of language. pg. 172 | System for Augmenting Language (SAL)
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| Rate and rhythm of speaking. pg. 161 | Fluency
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