This Power point presentation contains the Speech Development Milestones.

1. Jessica Arnaldo
Abraham Bayan
Bettina Camacho
Sharmaine
Dianquinay
Pauline Gusto
Raizel Leuterio
Khay Marzan
Dawn Pecson
Speech
Thea Ruiz
Katsi Tanchuling
Milestones
University of the Philippines Manila
College of Allied Medical Professions
SP 104 Audiology – 1st Sem AY 2012-2013

2. Pre-speech vocalizations
0-6 months

3. 0-6 months
1) Reflexive sounds
Crying
• First utterance of infants
• Used to signal pain or hunger
Burping
Sneezing
Fussing
GOOD TO KNOW :)
• Basic or hunger cry - rhythmic pattern of loud crying,
silence, whistling inhalation, & rest
• Pain cry - loud shrill cry, followed by breath holding
silence and series of short whimpers

4. 0-6 months
2) Cooing
 Appear from 0-3 months
• Velar-consonantal sounds
• Believed to pave the way for producing velar
consonants like /k/ & /g/
• Intentional sounds
• Improvement in resonated sound

5. 0-6 months
SYLLABLES
Infant can produce single syllables at the first year
PITCH
INTENSITY
 Intensity variability is greater than Pitch variability
 Longer utterances = Greater Amplitude
 Shorter Utterances = Lesser Amplitude

6. 0-6 months
3) Vocal Play
 4 to 6 months
• syllable-like productions with long vowels
• Squeals
• bilabial or labiodental trills
• friction noises
• “raspberries”
infants play with the sounds their vocal tract can make
so that they can explore its possibilities
 6-9 months
Intonation
Start of variations in intonation and stress

7. phonemes
/b/, /p/, and /m/
 Low non-rounded vowels
(McLeod & Bleile , 2003)

8. Pre-speech vocalizations
6-12 months

9. 6-12 months
4) Babbling
Week 24-35 6-9 months
 Marginal Babbling
“consonant-like sounds”: /m/, /p/, /b/, /d/, /n/
CV or VC syllables: “baaaa”, “maaaa”, or “uuuum”
Precursor to Canonical Babbling
- disappearance of /k/, /g/ for a while
Month 7
PROSODY
-Prosody: the intonation contour of language
-Begin with falling contour
-Flat or level contour, usually accompanied by variations
such as falsettos or variations in duration of loudness

10. 6-12 months
Week 36/ Month 9 6-9 months
 Reduplicated (canonical) babbling:
the infant produces true syllables like [dada], [nΛnΛnΛ];
repetitive series
Within the child’s voluntary control
NOTE: Late development of canonical babbling may be a
predictor of disorders

11. 6-12 months
9-12 months
Continues to have variation in intonation
Week 48
 Variegated babbling:
-the infant can use the combination of C+V+C series
-the infant already uses different vowels at a time:
-ex. “babeebaa” not just “bababa” anymore
 Prosody becomes more noticeable at the this
babbling stage
 Once prosody is added with this babbling, it results to
Jargon.

12. 6-12 months
5) Jargon
9-12 months
10-12 months
 Jargon - melody of language without words; wordless
sentence
- maybe due to motherese or signals from parents
- may vary in volume and intensity
Month 12
 First word – single or reduplicated syllabes
- “small inventory of vowels and
consonants”
*There is a lack of consistency in the manner of production of
sounds at this stage.*

13. phonemes
 - /m/, /p/, /b/, /d/, /n/, /t/, /y/
-Low non-rounded vowels
(McLeod & Bleile , 2003)

14. 12-18 months

15. -teeth are starting to emerge
- child has started to walk and gain trunk
control with more proficient oral movements
phonemes
By the first year, the child is able to
Pronounce consonants such as a few stops and nasals
(b, d, g, m, n)
…until a few more consonants later develop due to
the emerging teeth (t, s, w, h)

16. Child starts to say first words and more word
follow for the next months!
Syllables
 words produced in a VC or CVC structure
 Clusters simply become one consonant

17. Speech? :O
Kid may exhibit imitating speech
Kid may also utter unintelligible speech
Names few objects and simple needs
Intonation
Uses sentence-like intonations in which the child’s
pitch varies from high to low

18. 12-18 months
Young children are usually able to control
intonation first be fore syllable timing
(Snow, 1994).
PROSODY
1;1 – 1;3 = Rising contour. High falling contour that begins
with a high pitch and drops to a lower one
prior to 1;6 = high rising and high rising falling contour
around 1;6 = falling-rising contour. Rising falling contour

19. 18-24 months

20. 18-24 months
phonemes
Consonants (females)
• 2;0 = /m, n, h, g/ (Chirlian & Sharpley, 1982)
Consonants (males)
• 2;0 = /m, n/ (Chirlian & Sharpley, 1982)
/m, p, b, w, n, t, d/ (Grunwell, 1987)

21. 18-24 months
• Vowels (American)

22. 18-24 months
Syllables
Can produce CVC words “hat
 Jargon diminishes as intelligible words and
vocabulary increases
 By imitation, repetition, and practice, children
 learn to approximate their pronunciation of
 sound sequences to that of adults. (Gleason, 1999)

23. 24-36 months

24. 24-36 months
ord s tage
2w
Morpheme formation period begins at 2 years of age
and lasts until 6 years of age
• combines Intelligibility
words in 2-3 Intelligibility increases
word :speaks in a way that is
sentences such understood by family
as "me do it“
members and friends

25. 24-36 months
phonemes
/p/, /m/, /h/, /n/, /w/, /b/, /f/, /k/,
/p/, /m/, /h/, /n/, /w/, /b/, /f/,
/k/, /g/, /d/, /t/, /ŋ/
/g/, /d/, /t/, /ŋ/
ACQUIRED SOUNDS
MASTERED
SPEECH SOUNDS by age 3
The medial /ŋ/ is mastered by 3 years but the sound in
final position is not mastered until after 6.

26. 24-36 months
Syllables :
Can have polysyllabic words

27. Phonological processes:
Refers to the patterns young children use
to simplify adult speech as their speech and language
develops
*Processes that disappear by age 3:
1.Unstressed syllable deletion. Children will leave
out the unstressed syllable.
For example, telphone for telephone.
*(Merkel-Piccini, 2001)

28. 2. Final Consonant Deletion. Children will
leave off the last consonant of a word.
For example, boo for book.
3. Consonant Assimilation. One consonant
in the word influences another.
For example, beb for bed, or coke for coat.

29. 4. Reduplication. The child repeats the first
syllable twice.
For example, baba for bottle, or
mamam for mommy.
5. Velar Fronting. The phonemes /k/ and /g/
which are made in the back of the throat or
the velum, are substituted for sounds made
in the front.
For example, tookie for
cookie or doat for goat.

30. Processes persisting a fte r 3 years:
1.*Cluster reduction - omitting one or more consonants in
a sequence of consonants
For example, Santa Caus for Santa Claus or back for black.
2. Epenthesis: A vowel is misplaced or inserted in a word.
For example, balack for black.
3. Gliding - substituting /w/ or /j/ for another consonant ; /r/
and /l/ are replaced by /w/.
For example, wun for run.
4. Vocalization: Consonants are replaced by vowels.
For example, boyd for bird.
5. Stopping: Fricative (ongoing) sounds are replaced by
stops.
For example, toup for soup or pit for peach.
*one of the most common

31. 3-4 years

32. 3-4 years
phonemes
• May have all major phoneme classes, except
liquids sibilant lisps may still be common
until the age of 7 years”
/m, p, b, w, n, t, d, N, k, g, h, f,
w, s, (l), j, h/
(Grunwell, 1987)

33. 3-4 years
Acquisition of Speech Sounds
(Smit et al. 1990)
FEMALES
Mastered by 4 (3-4 y/o)
– /m, n, h, w, p, b, t, d, k, g,
f, s, j, v, ð, ʃ, tʃ/
MALES
– /tw, kw, pl, bl, kl/  Mastered by 4 (3-4 y/o)
− /m, n, h, w, p, b, t, d, k, g,
Legends:
not yet found in males j, f, dʒ /
found in earlier in females; found
earlier in males
− /tw, kw/
newly acquired consonant clusters in females
newly acquired consonant clusters in males

34. 3-4 years
Intelligibility
- Production of consonant clusters improve,
although they are not the same as adult
language
-vowels produced individually are being
mastered

35. 3-4 years
Intelligibility
• At 4 years old a child is expected to have an
intelligibility percentage of at least 75%; (Peňa-
Brooks & Hegde, 2007)
• A child exhibiting only 66% intelligibility or
being understood only 2/3 of the time he/she
speaks might be a candidate for intervention.
(Gordon-Brannan and Hodson, 2000)
Prosody
-May have problems in applying the right stress to
words

36. 4-5 years

37. 4-5 years
Long and detailed sentences in a
clear & fluent manner
•Sentences can be 8 or more words
Speak intelligibly with adult-like
grammar

38. 4-5 years
Phonemes Mastered
• /t/, /l/, /ng/, /v/
/m, p, b, w, n, t, d, N, k, g, h, f, v, w, s, z,
∫, t∫, dʒ, l, r, j, h/ (Grunwell, 1987)
Syllables
Can say words that have more than 3 syllables

39. Syllable Structure (Shriberg, 1993)
CV
VC
CVC
Cn_
_Cn
Cn_Cn
2-syllable
3-syllable

40. 4-5 years
Usually resolved by 5 years:
Stopping voiceless th: thing = ting
Stopping voiced th: them = dem
Gliding of liquids: run = one
leg = weg
leg = yeg

41. Speech Milestones: 4 – 5 y/o
Reasons for Mastery of Speech Sounds:
(1) frequency of usage [the more frequent the phoneme
is used, the earlier it is acquired/mastered],
(2) the position of the phoneme in the word
[initial, medial or final],
(3) neighboring sounds or phonemes [in the word;
e.g. consonant clusters],
(4) development of parts involved in speech
production [e.g. places of structures in the tongue cavity],
(5) size of vocabulary [this has something to do about the
child’s ability to attach more detailed representations],

42. Speech
6-7 years

43. 6-7 years
Speech at 6-7 years
Generally, children at this age can produce
ALL consonants
-(females)
– (males) = / m, n, N, d, p, b, h, w, k, g, j, t,
f, l, ∫, t∫, dʒ, s, ʒ , r/ (Smit, et al., 1990)

44. 6-7 years
Speech at 6-7 years
Vowels
– syntagmatic production (production of vowels in
context such as polysyllabic words) takes up to at
least 6 years of age.
(James, van Doorn & McLeod, 2001)
-can accomplish coarticulation
Consonant clusters
/tw, kw, sp, st, sk, sm, sn, pl, bl, kl, gl, fl, pr, br, tr, dr,
kr, gr, fr, skw, str/

45. 6-7 years
Syllables
 Complete syllable structure
Prosody
 Presence of intonation, rhythm and stress
(Prosody); understanding of rhyming
Intelligibility
• Speech is intelligible
 Communicates easily and effectively

46. 6-7 years
Speech at 6-7 years
“During the school-age years, children are
developing more sophisticated syntactics
and semantic forms. They are becoming
more effective communicators and
conversationalists. They are developing the
ability to reflect on the nature of the
language system itself. And, they are
learning about the written language system.”
(James, 1990, p. 134)

47. 7+ years
More improvements? 
 Should have all speech sounds, including
consonant blends
 Controlled rate, pitch, and volume
 Lisps where the tongue is placed between
the teeth should have disappeared.

48. 7+ years
Intelligibility :D
• The child should be able to talk clearly
and easily use the language that's spoken
at home
More mastered phonemes:
/l/, /r/, /s/, /th/ :D

49. Some Pointers/Refreshers 

50. Some Pointers/Refreshers 
General Guideline in the acquired speech sounds children must least have
(by Merckel;-Piccini, 2001):

51. References (0-6 months)

52. References (6-12 months)

53. References (6-12 months)

54. References (13-18 months)

55. References (18-24 months)

56. References (24-36 months)

57. References (4-5 years)

58. References (6 years)

59. References (7 years)

60. Other References

61. Other References

62. Phonological Awareness
Syllable segmentation
– refers to the ability to identify the components of
a word
Rhyme awareness
– to be aware that words can have a similar end-
sound implies a critical step in metalinguistic
understanding - that of ignoring the meaning of a
word in order to attend to its internal structure

63. Thank you
for listening! :D