Phonological processes are typical speech errors that simplify speech as people learn to talk. Children who develop typical speech generally stop using phonological processes as they get better at using sounds and words. Knowing the types of phonological processes is essential for speech-language pathologists and educators working with preschoolers.
Types of Phonological Processes
Substitution Processes
Substitution processes occur when one sound is replaced by another sound in speech. Common examples include:
- Fronting: This happens when children substitute sounds produced at the back of the mouth (like “k” and “g”) with sounds produced at the front of the mouth (like “t” and “d”). For instance, a child might say “tat” instead of “cat.”
- Stopping: This process involves replacing a fricative sound (like “s” or “f”) with a stop consonant (like “t” or “p”). A child might say “tish” instead of “fish.”
- Gliding: Here, a liquid sound (like “l” or “r”) substitutes a gliding sound (like “w” or “y”). For example, “rabbit” might become “wabbit.”
Assimilation Processes
Assimilation processes happen when one sound in a word affects another sound in the word, making the sounds more similar. Examples include:
- Labial Assimilation: A non-labial sound changes to a labial sound due to the influence of another labial sound in the word. For instance, “bottle” might become “bopple.”
- Velar Assimilation: The changing of a non-velar sound to a velar sound. An example would be saying “gog” instead of “dog.”
- Nasal Assimilation: A non-nasal sound becomes a nasal sound in the presence of another nasal sound, such as “candy” becoming “nanny.”
Syllable Structure Processes
These processes affect the structure of the syllables within words. Examples include:
- Cluster Reduction: Simplifying a consonant cluster into a single consonant, such as saying “pane” instead of “plane.”
- Final Consonant Deletion: The final consonant in a word is omitted, like “ca” instead of “cat.”
- Weak Syllable Deletion: This involves the omission of an unstressed syllable, for example, “nana” instead of “banana.”
Importance of Assessing Phonological Processes
You would want to check to see if they are engaging in these processes through the use of a standardized assessment. There are several standardized assessments that can be used to assess children of all ages needing speech-language therapy. The Comprehensive Assessment of Spoken Language, Second Edition (CASL-2) is a comprehensive assessment that evaluates the overall oral language skills of individuals aged 3 to 21. It evaluates several different components, including phonological processes.
Another measure is the Oral and Written Language Scales, Second Edition (OWLS-II) for testing oral and written language. If a diagnosis or intervention plan is needed, both of these should be administered. CASL-2 and OWLS-II are paramount in diagnosing a phonological disorder and providing the correct intervention.
Intervention Strategies
Once these processes are described, however, people can then find ways of intervening. A speech-language pathologist might use minimal pair therapy – ostensibly meaning the practice of comparing pairs of words that are distinguished only by a single sound, as in ‘shoe, clue’ or ‘test, pest’ – to help a child discern the sound targets of a word or activities to train children in auditory discrimination.
Phonological processes are crucial to targeting intervention programs designed to support children’s speech and language development. Using assessments like CASL-2 and OWLS-II, clinicians can pinpoint specific areas of improvement and provide children with the tools to articulate themselves more clearly and effectively. Visit WPS to learn more about speech and language pathology.
