Velar consonants, usually called ‘the velars’ are made at the velar place of articulation. There are three velars in English: /k/ as in ‘key’, /g/ as in ‘go’ and /n/ as in the final sound in ‘wing’.
Velar fronting is a phonological process (phonological pattern) in which a velar consonant /k/, /g/ or /n/ is replaced by an alveolar consonant. So ‘colour’ sounds like ‘tulla’, ‘guy’ sounds like ‘dye’ and ‘wing’ sounds like ‘win’.
Closing, by the velum and pharynx, of the nasal cavity from the oral cavity, thus directing air through the mouth rather than through the nose.
Ability to separate the nasal cavity from the oral cavity by action of the velum and the pharynx.
Velopharyngeal insufficiency (VPI) is also known as velopharyngeal dysfunction (VPD) or even velopharyngeal incompetence (VPI). The most common cause of velopharyngeal insufficiency is a history of cleft palate or submucous cleft. However, other causes include a short velum, poor pharyngeal wall movement, cranial base anomalies, a history of adenoidectomy, surgery for midface advancement, enlarged tonsils, and irregular adenoids. Neuromotor disorders can cause poor velopharyngeal movement, resulting in velopharyngeal dysfunction. Frequently, hypernasality is perceived.
The soft palate, comprised of the uvula and palatoglossal and palatopharyngeal arches. See Soft Palate.
Not being able to perform coordinated oral muscle movements. However, there is no paralysis or muscle damage involved.
The parts of communication which are language based.
Motor speech disorder where the speaker shows reduced efficiency in accomplishing the oral postures necessary for phoneme production and the sequences of those postures for production of syllables, words, sentences, and/or conversation. The speaker may show groping behaviors and struggle to initiate, organize and carry through speech movement. It is a motor planning problem for speech. Generally, unlike dysarthria, there is nothing wrong with the speech muscles themselves.
Also called Expressive Language. Refers to a person’s ability to express themselves at the word, phrase, sentence, multi-sentence and conversational levels. Includes ability to use age appropriate vocabulary, concepts and grammar to communicate needs, wants, desires, thoughts, and ideas. Verbal expression refers to the use of oral language for communication. However, expressive language includes the use of alternative or augmentative communication to include gestures, sign language, and simple to complex augmentative devices (for example, picture boards, alphabet boards, computerized systems with or without voice). Difficulties with expressive language can interfere with academic or occupational achievement or with social communication.
Verbal Memory is a term used in cognitive psychology that refers to memory of words and other abstractions involving language.
Think about and solving problems using language.
The language or dialect of a country; the everyday language of ordinary people.
The sensory system that provides information about movement, gravity and changing head positions.
Video modeling is much like social stories except that the student watches videos of himself performing desired (correct) behaviors in various situations.
Professional services to aid children’s visual disorders or delays.
The entire area that can be seen when the eye is directed forward, including the peripheral vision.
Also known as hemianopsia or visual field loss. This is a partial or complete loss of vision in the peripheral fields range of vision. A person with this condition may have trouble seeing things out of the corner of his/her eyes, may bump into things or people, or may lose his/her place when reading. It is important to clearly differentiate this condition from visual inattention or neglect.
Disability category under Individuals with Disabilities Education Act; impaired vision that adversely affects educational performance.
The ability to copy shapes and block designs.
Also termed visual inattention or visual spatial neglect. This refers to a decreased awareness of the field of view. There may also be sensory and perceptual involvement.
Shape recognition and visual memory.
A list or sequence of pictures that illustrates the order of activities in which the child will participate.
The use of pictures and/or objects to represent different parts of a school day.
Vocabulary refers to the words a reader knows. Listening vocabulary refers to the words a person knows when hearing them in oral speech. Speaking vocabulary refers to the words we use when we speak. Reading vocabulary refers to the words a person knows when seeing them in print. Writing vocabulary refers to the words we use in writing.
Any of several behaviors including yelling that can result in damage to the laryngeal mechanism.
Where either one or both vocal cords become paralyzed resulting in voice problems. This is due to problems with the nerve.
The vocal cords (or vocal folds) are composed of twin bands of mucous membrane stretched horizontally inside the larynx (voice box). They vibrate when we speak modulating the airflow from the lungs during phonation. Phonation refers to the production of sound by the cords. The sound itself is very quiet, but it is amplified by the resonators (cavities) it the head, neck and chest.
Proper care of the voice.
Incorrect use of pitch, tone focus, quality, volume, breath support, or rate which may occur singly or in combinations.
Localized growths on the vocal folds that are associated with vocal abuse. A vocal cord nodule is a mass of benign tissue that grows on the vocal folds (vocal cords) affecting the sound of an affected person’s voice. ‘Nodules’ are common in young children and young adult females (particularly teachers).
A fluid-filled lesion of the vocal folds that results from mechanical stress.
This is putting an emphasis on certain words or syllables.
The cavities and structures above the vocal folds that can shape and alter airflow and sound vibration into distinctive speech sounds The vocal tract comprises the air passages from above the larynx to the lips and from above the larynx to the nostrils..
Vocal tone and resonance. Voice is the sound produced by the vocal cords.
In general, there are five categories that characterize the underlying causes of the majority of voice disorders; in decreasing order of frequency, these are: 1.Infectious and inflammatory conditions 2.Vocal misuse and abuse syndromes 3.Benign and malignant growths 4.Neuromuscular diseases 5.Psychogenic conditions. It is common for multiple factors to be involved in the development of a voice disorder. An example is a patient with Reinke’s edema, a term used to describe very swollen vocal cords. These patients almost always are heavy, long-term smokers, most of whom have gastroesophageal reflux as well. Another example of a voice issue is a patient with vocal nodules. This condition is always associated with signs of increased laryngeal muscle tension. Since voice disorders are often multifactorial, appropriate diagnosis and treatment in each case depends upon identification and correction of all of the underlying factors.
Child’s voice sounds different to their peers or has changed recently. This may include: A. Loss of voice B. Harsh voice C. Inappropriate volume and pitch
A disorder in which there is any deviation in pitch, intensity, quality, or other basic vocal attribute which consistently interferes with communication, draws unfavorable attention, adversely affects the speaker or the listener, or is inappropriate to the age, sex, or perhaps the culture or class of the individual; may be organic or functional in nature and may be the result of laryngeal function or resonance disorders. Voice disorders are medical conditions affecting the production of the voice. Speech-language pathologists do not assess or treat people with voice disorders until the person’s larynx has been inspected by an Ear Nose and Throat (ENT) specialist.
A problem with the quality (hoarse/husky), pitch (too high or too low) or volume (too loud or too quiet) of the voice or with the control of the breath for speech.
Although less prevalent in the population, voice disorders are no less frustrating to the speaker. Voice quality disorders such as hoarseness may be a sign of physiological pathology in need of medical examination, while vocal resonance disorders such as hypernasality may be the result of structure anomalies. In most cases, voice disorders respond positively to therapeutic intervention.
Speech sounds produced using the vibrating vocal folds.
A voiced consonant is made with vibration of the vocal cords. On a consonant chart (see below) they appear in the right hand position in a cell.
Sounds made with vocal fold vibration.
Speech sounds produced without the vibration of vocal folds.
A voiceless consonant is made without vibration of the vocal cords. On a consonant chart they appear in the left hand position in a cell.
Sounds made without vocal fold vibration.
In speech, vowels are the class of sound which makes the least obstruction to the air stream. All vowels are voiced (made with vibration of the vocal cords) and all are sonorants.
The most familiar vowel chart is the one provided by the IPA. The ‘front’, ‘central’ (or middle) and ‘back’ positions on the chart refer to the front, middle and back of the tongue. Close, mid-close, open-mid and open refer to how high the tongue is elevated in the mouth for the production of a particular vowel. A ‘close’ or ‘high’ vowel sees the tongue high in the mouth and the jaw comparatively closed. An ‘open’ or ‘low’ vowel sees the tongue low in the mouth with the jaw comparatively open. The chart does not show the three lip positions for vowel production, namely: rounded, neutral or spread. See Vowel Chart IPA.
