At the word level we look for particular patterns of errors that may provide information about underlying phonological processes. Extensive errors may reflect a poorly developed phonological system. They may also reflect underlying physiological deviations such as inappropriate modulation of voice onset or insufficient control of air expenditure.
The
FSST is a test that is particularly valuable for assessment when such underlying deviations occur at this level.
We have found that describing errors to students using a distinctive feature approach with traditional notions of place, manner, and voicing is valuable, particularly as an instructional tool. For example, distinctive feature terminology is valuable when describing visual information on a speech spectrogram.
This first example illustrates the voicing feature.
The
second example illustrates nasal vs. plosive manner.
The use of technology and distinctive feature information is demonstrated
more fully in the instruction section.
Older students tend to appreciate this descriptive information
as it enhances their metacognitive understanding of speech production.
Primarily for this reason, we have continued to use the Fisher-Logemann
Test of Articulation Competence which has a scoring
sheet that partitions errors into place, manner, and voicing categories.
Identifying errors and discerning patterns and processes is a critical
step in the assessment process.
Some speech samples are presented here to illustrate a variety of
phonetic errors and the acoustic effects of poorly coordinated respiration,
phonation, and articulation:
