Chapter 6 vocabulary words
Quiz yourself by thinking what should be in
each of the black spaces below before clicking
on it to display the answer.
Help!
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| speech disorder | difficulty producing sounds as well as disorders of voice quality or fluency of speech
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| language disorder | difficulty receiving, understanding, or formulating ideas and information
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| receptive language disorder | difficulty receiving or understanding information
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| expressive language disorder | difficulty formulating ideas and information
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| cleft palate/lip | condition in which a person has a split in the upper part of the oral cavity or the upper lip
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| dialect | a language variation that a group of individuals uses and that reflects shared regional, social, or cultural/ethnic factors
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| speech | oral expression of language
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| language | a structured, shared, rule-governed, symbolic system for communicating
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| phonology | sound system, use of sounds to make meaningful syllables and words
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| morphology | word forms, the system that governs the structure of words
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| morpheme | the smallest meaningful unit of speech
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| phonemes | individual speech sounds
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| syntax | word order and sentence structure, provides rules for putting together a series of words to form sentences
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| semantics | word and sentence meaning, the meaning of what is expressed
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| pragmatics | social use of language, the use of communication in contexts, the overall organizer for language
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| social interaction theories | emphasize that communication skills are learned through social interactions
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| articulation | a speaker's production of individual or sequenced sounds
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| substitutions | common in young children, when a child substitutes one sound for another (ex: "tat" for "cat")
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| omissions | when a child leaves a phoneme out of a word (ex: "boo" for "blue")
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| additions | occur when a students place a vowel between two consonants (ex: "tree" into "tahree")
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| distortions | modifications of the production of a phoneme in a word, the listener gets the sense that the sound is being produced but it seems distorted
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| apraxia | a motor speech disorder that affects the way in which a student plans to produce speech, can be acquired as result of a trauma or in life in isolation
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| pitch | determined by the rate of vibration in the vocal folds, affected by the tension and size of the vocal folds, health of the larynx and the location of the larynx
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| duration | the length of time any speech sound requires
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| intensity | loudness or softness, based on the perception of the listener and determined by the air pressure coming from the lungs through the vocal folds
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| resonance | 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
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| hypernasality | when air is allowed to pass through the nasal cavity, may sound as if they have a cold or are holding their nose when speaking
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| fluency disorders | interruptions in the flow of speaking
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| fluency | rate and rhythm of speaking
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| specific language impairment | not related to any physical or intellectual disability
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| phonological disorders | students may be unable to discriminate differences in speech sounds or sound segments that signify differences in words
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| morphological difficulties | students have problems using the structure of words to get or give information
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| syntactical errors | those involving word order
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| semantic disorders | difficulty with multiple-meaning words and have restricted meanings for words
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| pragmatic disorders | reflected in many ways, inappropriate use of language
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| organic disorders | those caused by an identifiable problem in the neuromuscular mechanism of the person
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| functional disorders | those with no identifiable organic or neurological cause
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| congenital disorder | a disorder that occurs at or before birth
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| acquired disorder | a disorder that occurs well after birth
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| articulation assessments | evaluate a student's abilities to produce speech sounds in single words, sentences and conversation
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| oral motor exam | the examination of the appearance, strength, and range motion of the lips, tongue, palate, teeth, and jaw
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| bilingual | uses two languages equally well
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| bidialectal | uses two variations of a language
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| System for Augmenting Language (SAL) | focuses on augmented input of language, activate the student's communication device in naturally occurring communication interactions at home, school and in the community, encouraging but not requiring the student to use the device
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