Articulation Disorder: Causes & Examples of Speech Impairment - Essay Sample

Introduction

According to Morgan et al. (2018), articulation disorder is a development challenge that children experience by facing difficulties in pronouncing certain types of words. An articulation disorder is highly associated with the substitution of one sound to another, slurring of speech, and much more. Typically, the disorder is closely associated with motor and sensory development, which triggers hearing impairment. There are various examples of an articulation disorder, such as substitutions, omissions, distortions, and additions.

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Phonological Disorder is a form of speech sound complication, whereby a child who is suffering from this challenge does not have the ability to form a sound of words correctly (Morgan et al., 2018). This disorder is highly experienced by boys. According to Reilly et al. (2015), the phonological disorder is caused by various internal such as shapes of muscles, and external factors such as poverty. There are several examples of phonological disorders, such as disfluency and voice disorder.

Usually, it more difficult to distinguish the difference between articulation and phonological disorder because both are is sound abnormalities; nevertheless, comprehending their variation is essential in understanding sound development (Morgan, Bonthrone, & Liegeois, 2016). In this case, articulation impairment is a disorder that is caused by the inability to produce sounds in a chronological manner. On the other hand, the phonological disorder is a simplification of the sound system that impacts fluency. In this case, a child who is suffering from a phonological system experience a challenge in arranging sound patterns. Typically, articulation errors are perceived to be motor based errors that are defined based on challenges experienced when producing a single sound with a pattern. Contrary, phonological errors are seen as brainwork issue, which affects how cognitive produce a sound pattern (Morgan et al., 2018). In which, the underlying challenges of the phonological disorder are associated with rules of language that control the sound system.

Phonological awareness is the process in which children are informed about sound structure. In most cases, phonological awareness is done using syllables, onsets, and phonemes. As such, phonological awareness is a major element of a large phonological process system which is applied in speaking and listening (Morgan et al., 2018). Through the approach, an instructor is required to equip children which conscious awareness and reflection about the structure of language. This is an essential skill that helps to manipulate sound and words together (Morgan et al., 2016). For instance, the speech-language pathologist is one of the commonly phonological awareness approaches, which is used by the teacher. Using this technique, a teacher may ask a child to break the word "cow" into specific sounds "c-o-w". Susie sold six salami sandwiches is another example of phonological awareness which involves language play, songs, and much more.

Phonological awareness is an important set of skills that allows children who are suffering from sound and language disorders to learn various sounds and reading concepts (Reilly, McKean, Morgan, & Wake, 2015). Usually, phonological awareness offers children a way to access and understand the written structure, which is used to improve language and sound development. Furthermore, phonological awareness creates a good platform whereby a child can blend sounds together to use later for learning. As such, the phonological approach is essential learning approach which is used in enhancing and improving skill among children who are suffering from the language disorder. This approach is effectively done by giving a child a chance to play with sound and words. According to Morgan et al., (2016), phonological awareness is used in understanding children's development rates by studying their response rate.

Speech perception is the technique in which sounds of language are heard, analyzed, and comprehended. Speech perception is closely associated with phonology and cognitive perception. In this case, the study of speech perception assists researchers in understanding how individuals listen, recognize a speech sound, and apply the information to comprehend the meaning of the spoken sound (Morgan et al., 2016). The process of perceiving a speech starts at the stage of the sound signal. At this level, a sound is produced are taken then processed in mind. There are several types of speech perception, such as voice onset time and temporal cues.

Speech sound error is a challenge encountered by some children when pronouncing particular vowels and consonants. Children who are suffering from this problem experience a challenge in learning and talking. For instance, it becomes difficult for some children to learn some sounds such as p, m, or w. In most cases, children who experience speech sound errors are highly linked with a language disorder. When aged or adult suffers from speech sound errors, they tend to substitute or omit some words. For instance, a person may say "wun" instead of "run" (Morgan et al., 2016).

Speech sound perception and speech sound error are two critical factors that occur together. Speech sound perception is effectively seen when a child shows some traits of speech sound errors. When screening a speech, researchers use speech sound errors to identify the key challenges encountered. Language delay is effectively-identified through speech sound errors, especially on early reading and writing (Morgan et al., 2018). According to (Reilly et al. (2015), speech sound perception and speech sound errors are forms of language impairments. Language impairment triggers more issues on speech sound disorder which affect learning and reading.

References

Morgan, A. T., Su, M., Reilly, S., Conti-Ramsden, G., Connelly, A., & Liegeois, F. J. (2018). A brain marker for developmental speech disorders. The Journal of pediatrics, 198, 234-239. Retrieved from https://www.research.manchester.ac.uk/portal/files/65825322/Morgan_BrainMarker_DevelopmentalSpeechDisorders_JoP2018_ACCEPTED.pdf.

Morgan, A., Bonthrone, A., & Liegeois, F. J. (2016). Brain basis of childhood speech and language disorders: are we closer to clinically meaningful MRI markers?. Current Opinion in Pediatrics, 28(6), 725-730. Retrieved from discovery.ucl.ac.uk/1520832/1/Morgan_Bonthrone_Liegeois_Markers_speech_Language_Disorders_COP2016.pdf.

Reilly, S., McKean, C., Morgan, A., & Wake, M. (2015). Identifying and managing common childhood language and speech impairments. Bmj, 350, h2318. Retrieved from https://www.jstor.org/stable/pdf/26519832.pdf?casa_token=ehVFhaZTeA8AAAAA:Au69yrTFMhnrLVUfW6rXZlyM-MhBsbPuz5dqqY-H4Zv2cZzO51OqDZVBuANBrzXdUsa3X4euESDKy0PSD-zoa2iQkbSi0SPVC02Jc3pHqUZllcNcJoj3SA.