Reading Assessment Tools: Articulation Disorders i
Articulation Disorders and Reading Assessment Tools
Articulation Disorder ii
Because writing and reading make up the majority of learning all subject areas, it is important to develop programs and assessments geared toward reading disorders in this case articulation. While most educators agree teaching students with disorders is a challenge, the technological world opened the door to new ideas and insights of articulation techniques. This paper discusses articulation disorder, articulation disorders studies, and best methods to treat articulation disorders. This research will also point out the importance of speech pathologist to treat this disorders.
I asked my twelve year old daughter the other day, “Would you like to learn how to play and instrument?” She responded sarcastically, “I don’t know how to play and I wouldn’t be any good!” Learning something for the first time takes patience, time, and will. As with the English language, every child has struggled at one point in their pursuit to communicate. Of course, medical conditions, such as hearing loss, cleft palate, or brain damage may cause articulation problems but much can be said in the advancement of educational guidance for educators to overcome the disorder. This literature will prove the importance of extra time spend on treatment gives students with an articulation disorder a better chance for overcoming the disorder. This literature review will discuss: 1. articulation disorder
2. articulation disorder studies
3. the use of speech pathologist
By definition, articulation disorder is “The inability to correctly produce speech sounds (phonemes) because of the imprecise placement, timing, pressure, speed, or flow of movement of the lips, tongue, or throat. With an articulation disorder, there is difficulty producing and using age-appropriate speech sounds” (MedicineNet, 2011). Articulation disorder can be characterized as developmental because language is first taught at home NOT at school. When a child with articulation disorder speaks, it is clearly obvious to those around and it can bring down a child’s self-esteem. Those children characterized by articulation disorder due to incorrect placement of the tongue, lips, teeth, or soft palate during speech are strongly encouraged to seek help with a speech therapist or speech pathologist. Native English-speaking children who are not able to accurately pronounce words after age 7 or 8 may need speech therapy for articulation (Kurtz, 2010). Speaking correctly or “cool” has its complications as well. If a child cannot pronounce words correctly, he will be ridiculed by other students. A good comparison would be bilingual students learning the English language and cannot pronounce words correctly. The majority of these groups of students are learning English for the first time. These children do not necessarily have a phonological “disorder,” the target sound production errors may be traceable to phonological differences between the child’s native language and the target language being learned (Iglesias, 1993). A child with articulation disorder will say “yeth” instead of yes or replacing the “s” with a “th” sound. Another example would be replacing “w” for “l” or “f” for “th.” “Traditional thinking has been that some articulation errors are developmental in nature (e.g. s, l, r) and that children may not be ready to address them in therapy until a specific age (typically 7 or 8). However, current research has disproved the idea of developmental norms for articulation, and in fact, current best practice involves starting treatment with the more difficult sounds” (Lucker-Lazerson, 2003). Articulation disorder can be characterized as developmental because language is first taught at home NOT at school. Part of my research was conducted in a bilingual class and it was evident most articulation disorders were caused by the student...
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