articulation – ECI – Module 1: Atypical Development

Articulation

The development of articulation¹ follows a sequence that takes several years to complete. Some speech sounds, such as “l” “r” , “s” and “i“, are especially difficult to learn how to say, or to pronounce (see full Glossary) (Fig. 1) and some children do not master the ability to make these sounds correctly until they are seven or eight years old. Other speech sounds (e.g., “th” as in “this” and “zh” as in “pleasure”) are developed later on, by age 8. In order to find out which speech sounds develop at which age, please look at the Speech Sound Development Chart.

Figure 1. The illustration shows what needs to happen inside the child’s body for pronunciation or articulation to happen

Some signs of articulation difficulties include:

Understanding of the child’s speech by only those who know the child well, by age 4;
Taking a long time to speak or answer questions;
Showing frustration when speaking (e.g., crying);
Avoiding to join in or to speak in groups or any social situation and conversations (because of speech difficulties);
Confusing and substituting sounds after age 6 (e.g. “wabbit” for “rabbit”);
Missing word beginnings or endings of words (e.g. “kool” or “schoo” for “school”);
Missing parts of words, or syllables (see full Glossary) in longer words (e.g. “cacuta” for “calculator);
Saying certain speech sounds in some situations but not others (e.g. saying “s” in school but not “s” in bus): this is a serious red flag.

A child’s self-esteem² (see full Glossary) may suffer when growing up with speech difficulties. That is because these difficulties are obvious and may draw other people’s attention to them. Children with speech delays need a little bit of extra time when asked questions, so that they can be calm as they respond to questions. This prevents the child from feeling he/she draws the attention of others. The earlier a child receives professional help to work on his or her speech difficulties, the more chances for them to succeed in their language skills.

1 see References
2. References on child self-esteem on Kids Health, available at http://kidshealth.org/parent/emotions/feelings/self_esteem.html.

How Development in Early Years Effects Development in Elementary Years

Children who have difficulties with language in the early childhood years¹ will very likely continue to exhibit difficulties with language in the elementary years and beyond. If these difficulties are not addressed, they will get more serious and will have a negative effect on practically all aspects of the child’s life. This applies to all aspects of language: receptive, expressive, pragmatic and articulation. Children with language delays do not “outgrow” them. With appropriate support however, they may acquire and develop many of the basic skills.

Children with language delays by age 5 years, at they begin the elementary school years (and beyond) may exhibit the following behaviours:

Children with difficulties with receptive language:

May look as if they do not pay attention, because they may not understand what is being asked of them;
May only hold a small number of words in their vocabulary;
May continue to experience difficulties in social situations, because of their receptive language skills difficulties.

Children with difficulties with expressive language:

May continue to find it difficult to be part of groups and other social situations, and avoid them completely;
May continue to feel that they are “different” from others (e.g., things that are easy for others are difficult for them, both in and out of school situations);
May struggle with learning how to read and write, and have trouble with subjects like socials, sciences and math that are language-based.

Children with difficulties with pragmatics :

May continue to avoid social situations, because it is hard for them to be a part of a conversation;
May be avoided or made fun of by other children, because of their difficulties with language when sharing with others;
May be aware of their language difficulties, continue to feel ‘bad’ (see full Glossary) about themselves.

Children with difficulties with articulation:

May avoid social situations, because of difficulties with some speech sounds
May choose not to talk to avoid other children making fun of them.
May be aware of their speech difficulties, continue to feel ‘bad’ about themselves.

Children with language delays who show these behaviours need additional support at school; otherwise, these behaviours could become more complex between 5 and 12 years old. Knowing of how these language difficulties may effect a child is important in any of the four aspects of language. Not being successful in language and communication skills may have long lasting effects. These difficulties may prevent the child from being included in activities such as school plays, debates or any other meetings, or just ‘mingling’ with children and adults. As adolescents and young adults, any daily life situations that include language and communication become difficult, for example, talking to a bank-teller or contacting one’s doctor.

Figure 1. The illustration shows what needs to happen inside the child’s body for pronunciation or articulation to happen

1 see References 2. References on child self-esteem on Kids Health, available at http://kidshealth.org/parent/emotions/feelings/self_esteem.html.

1 see References

1 see References
2. References on child self-esteem on Kids Health, available at http://kidshealth.org/parent/emotions/feelings/self_esteem.html.