Check out my blog post on different therapy approaches here. In more recent years, it has been further modified by the need for children and their teachers to meet the functional A ustralian Curriculum, Assessment and Reporting Authority ( ACARA) requirements that are not always congruent with standardised research.I’ve talked a bit about phonological processes and ways to treat them in previous posts. This information was then further shaped by years of clinical practice as well as therapeutic consultation with child care, kindergarten and school teachers in South Australia about the developmental skills necessary for children to meet the demands of these educational environments. The information in this chart was compiled over many years from a variety of sources. It does not constitute an assessment nor reflect strictly standardised research. This chart was designed to serve as a functional screening of developmental skills per age group. The child is able to say all of the speech sounds in words with no noticeable errors.Difficulties with spelling due to articulation errors.Gliding- This is where the /l/ and the /r/ sounds are replaced with the /w/ or the ‘y’ sound.De-affrication- This is where the affricate sounds ‘sh’, ‘ch’ and ‘j’ are replaced with fricative sounds (‘sh’, /s/, /z/ or ?’)Ĭlear and easy to understand, but some immaturities may still be noted(e.g.leaving sounds off the end of words affecting verbal grammar) Can affect expressive language development (e.g.The voiced ‘th’ sound (as in ‘wi th’) is replaced with a /v/ sound.“ brick” becomes ‘ bick’, “ clown” becomes ‘ cown’)
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