Phonetic to Phonologic Achievement
Daniel Ling, voice duration, consonant blends, palatal, voice intensity, suprasegmental patterns, consonant clusters, interdental, voice pitch, spontaneous vocalisation, plosives , labio-dental, suprasegmentals, steps in speech development, fricatives, palatal, speech intervention, stages in speech development, stops, minimal pairs, auditory perception, consonants by manner, bilabial, continuant, phonetic level evaluation, consonants by place, alveolar, sequential, phonologic level evaluation, consonants by voicing, consonant blends, two-organ sequential blends, single-organ sequential blends, two-organ , co-formulated blends, single organ , co-formulated blends, complex initial blends, continuant-continuant blends, continuant-stop blends, stop-continuant blends, stop-stop blends, complex final blends, speech conversation, spoken language, spoken English, phonemes, sounds, sound production, voiced sounds, unvoiced sounds, single words, phrases, sentences, front vowels, back vowels, mid vowels, word lists, words in phrases, word strings, speech games, eliciting speech targets, phonetic to phonologic achievement, speech assessment, Glendonald, vocalisation on demand, spontaneous vocalisation, alveolar plosive, alveolar stops, alveolar nasal, palatal semi-vowel, alveolar liquid, alveolar lateral, palatal fricative, bilabial plosive, bilabial stop, bilabia,l Speech, Fram, speech development, phonologic processes, speech production, Rosengren, specific speech teaching, speech blends, speech production resource, phonetic , auditory strategies, manner, speech teaching, phonologic, visual strategies, place, deaf, phonetic to phonologic , tactile strategies, voicing, hard of hearing, consonants,,
vocalisation, articulation, hearing impaired, vowels, speech perception, articulation assessment, articulation of speech, diphthongs, speech development, phonologic processesnasal , bilabial semi-vowel, glottal fricative, labiodental fricative, alveolar fricative, velar plosive, velar stop, velar nasal, palatal liquid, palatal affricate, phonetic level , sub-skills, Teacher of the Deaf resource, speech education, deaf education
About the Authors ...
Speech Production Resource
Speech Production Resource: Phonetic to Phonologic Achievement is intended to support teachers working to improve their students’ speech production. This practical resource includes the work of Daniel Ling, assessment, goal setting and specific teaching.
It contains auditory, visual and tactile strategies to teach speech sounds; words and picture targets; word, phrase and sentence lists; words grouped with front, mid and back vowels; and minimal pairs for 1/2/3 feature differences to link speech perception and speech production.
This second edition contains the 108 Single Word Articulation Test (Paatsch, 1997) with new coloured pictures; case studies as a model for how to use the assessment to determine goals; and how to use Speech Production Resource to develop a program for achievement of goals.
Available as a Book, CD or USB!
Marie Fram
Marie Fram’s career spans many facets of deaf education including classroom teaching and specialist roles in language development, speech production and auditory learning with particular expertise in developing and implementing curriculum. She has worked in schools for the deaf, as a specialist teacher of the deaf in a mainstream school, as a principal in a Prep to Year 12 school for deaf students and as a lecturer in teacher of the deaf training courses. Marie has experience in programs employing the auditory oral approach, Cued Speech, signed English, Auslan and the Bilingual approach. She has qualifications in deaf education as a teacher of the deaf and as a Languages other than English (LOTE) Auslan teacher, and in Auslan interpreting.
Gwen Rosengren
Gwen Rosengren holds qualifications in deaf education and educational administration. She has experience as a teacher of deaf children and was Principal of Glendonald School for Deaf Children from 1973 to 1991. During this time the school engaged in extensive curriculum development in areas of auditory, speech and language development for deaf students. Gwen then pursued a career in adult education, work placement and training before working as a Hearing Advisor at Better Hearing Australia (Victoria).