Post Preview
We’ve all heard young children mispronounce and simplify words, right? But do you know why they do this?
When learning to speak, young children often simplify words so their speech is easier to manage. Known as phonological processes, these simplifications are a normal part of language development.
When they understand the different types of phonological processes, parents, educators and speech therapists can identify and support children’s speech development.
What Are Phonological Processes?
What exactly are phonological processes, and how do they impact speech development?
Phonological processes are patterns of sound errors that young children often use as they learn to speak. They do this because they lack the ability to appropriately coordinate their lips, tongue teeth, palate and jaw for clear speech.
For example, a child might omit certain sounds, replace more complex sounds with simpler ones, or alter the structure of words to make them easier to pronounce.
The processes are a normal and expected part of early speech development. They help children gradually build the complex motor and cognitive skills needed for clear and accurate speech.
However, while phonological processes are common in young children, they typically diminish as a child’s language abilities mature. By the time most children reach school age, the simplifications largely disappear, giving way to more adult-like speech patterns.
3 Types of Phonological Process
Phonological processes can be divided into three main types, defined by how the speech is altered. Understanding these processes equips parents and teachers with the information they need to coach their young children.
Syllable Structure Processes
Syllable structure processes involve changes to the basic structure of a word’s syllables. The modification can result in syllables being reduced, omitted, or repeated.
Cluster Reduction
Cluster reduction occurs when a child simplifies a consonant cluster (two consonants together) to a single consonant.
For example, “tree” might be pronounced as, “tee,” “stay” might become “say,” and “free” might be pronounced as “fee.”
This process is usually outgrown by age four, although words starting with “s” might take longer.
Final Consonant Deletion
The final consonant deletion process involves the omission of the final consonant in a word.
An example of consonant deletion might be “cat” pronounced as “ca,” or “road” pronounced as “roh.”
Typically, this process disappears by age 3.
Initial Consonant Deletion
With initial consonant deletion, the initial consonant of a word is omitted, so words sound incomplete.
For instance, “dog” might be pronounced as “og,” and “cape” could be pronounced as “ape.”
This process is more common in children with severe phonological delays.
Syllable Reduction
In syllable reduction, a syllable is dropped from a word containing two or more syllables, usually the unstressed one.
What are examples of syllable reduction? “Banana” could be shortened to “nana,” “vanilla” might become “nilla,” and “remote” may be pronounced as “mote.”
Substitution Processes
Substitution processes involve replacing one class of sounds with another. This can change how words sound.
Gliding
Wit hthe gliding process, children replace a liquid sound (like “i” or “r”) with a glide sound (“w,” “y,” or “j”).
Examples of gliding include “rail” pronounced as “wail,” “play” as “pway,” and “yellow” as “yeyyo.” This process is generally outgrown by age 5.
Backing
Backing occurs when a front-of-the-mouth sound (like “t” or “n”) is replaced by a back-of-the-mouth sound (like “k” or “g”).
For instance, “duck” may be pronounced as “kuck,” dog” could become “gog,” and “cat” might be pronounced as “cak.”
This process typically occurs in children with more severe phonological delays, requiring therapy from a speech and language pathologist.
Vowelization
Vowelization is when a vowel sound replaces an “l” or “er” sound.
Some examples include “apple” pronounced as “appoh,” “river” as “rivuh,” and “care” as “cayuh.” The age at which this process is outgrown varies.
Stopping
Stopping substitutes a stop sound (“b,” “p,” “t,” “d,” “k,” “g”) for a fricative sound (“f,” “v,” “s,” “z,” “h,” “th,” and “sh”).
For example, “sun” may be pronounced as “tun,” “puzzle” could become “puddle,” and “ship” might be pronounced as “tip.”
The process typically resolves between the ages of 3 and 6, depending on the specific fricative sound.
Fronting
Fronting happens when sounds that should be made at the back of the mouth (velar) are replaced with sounds made at the front (alveolar).
Examples of fronting might include “cookie” pronounced as “tootie,” “car” could become “tar,” and “gate” might be pronounced as “date.”
This process is usually eliminated by ages 3 to 4.
Assimilation Processes
Assimilation processes occur when sounds or syllables begin to resemble neighboring sounds, affecting pronunciation.
Assimilation
Assimilation occurs when a consonant sound in a word sounds like another consonant in that word.
For example,” “cup” might be pronounced as “kug,” and “name” might become “mame.” Typically, this process is outgrown by age 3, though it can persist until age 9 in more severe cases.
Reduplication
Reduplication is the repetition of a syllable, either complete or incomplete, in place of a word.
Examples of reduplication include, “bottle” pronounced as “baba,” “bubbles” as “bubu,” and “water” as “wawa.” The process is typically outgrown by age 3.
Denasalization
Denasalization replaces a nasal consonant (“n” or “m”) with a non-nasal consonant (“b” or “d”).
For instance,” “nose” may be pronounced as “doze,” and “maybe” might become “baby.” This process is usually eliminated by 2.5 years of age.
Understanding Phonological Processes Boosts Teaching Efficacy
Phonological processes are a natural part of speech development in young children, helping them navigate the complexities of language.
Understanding these processes can provide valuable insights into a child’s speech patterns and highlight areas where they may need support. WPS offers assessments designed for this purpose, including the (PPA Scale) Phonological and Print Awareness Scale, the (OWLS™-II) Oral and Written Language Scales, Second Edition, and the (CASL-2) Comprehensive Assessment of Spoken Language, Second Edition.