Child Language Development
Chapter Exam Questions
Course Introduction
Child Language Development explores the processes by which children acquire and develop language from infancy through early childhood. The course examines major theories of language acquisition, the stages of linguistic development, and the biological, cognitive, and social factors that influence speech and language learning. Topics include phonological, morphological, syntactic, semantic, and pragmatic development, as well as bilingualism, language disorders, and the impact of cultural context. Through lectures, case studies, and practical observations, students gain insight into typical and atypical language development, equipping them with a foundational understanding crucial for careers in education, psychology, speech-language pathology, and related fields.
Recommended Textbook
Articulation and Phonological Disorders Speech Sound Disorders in Children 7th Edition by John
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281 Verified Questions
281 Flashcards
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Page 2
Chapter 1: Introduction to the Study of Speech Sound Disorders
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Sample Questions
Q1) A child, Sam, enters your clinic room. The first sentence he says to you is "Tam like tunny dayd", which his mother translates for you as "Sam likes sunny days"). Based on this short speech sample, which sound class does Sam have trouble with?
Answer: Fricatives.
Q2) The phoneme /f/ is a fricative.
A)True
B)False
Answer: True
Q3) Coarticulation has no contribution in a clinical context.
A)True
B)False
Answer: False
Q4) Vowels are voiced nonnasal speech sounds.
A)True
B)False
Answer: True
Q5) What are two allophones of the phoneme /p/? Give specific examples. Answer: Answers can vary, but unaspirated /p/ as in "pet" and aspirated /p/ as in final "cap" are two common ones.
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Chapter 2: Normal Aspects of Articulation
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Sample Questions
Q1) The ability to mentally manipulate sounds within one's language is referred to as:
A) Phonological awareness
B) Onset-rime awareness
C) Literacy
D) Speech perception
Answer: A
Q2) Define intelligibility and discuss how intelligible a parent should expect a 2-year-old to be compared to a 3-year-old.
Answer: Intelligibility refers to how well the speech of an individual can be understood by communication partners. A 2 year old should be understood by his/ her parent 80% of the time. A 3 year old should be understood by his/ her parent nearly all of the time and should be understood by strangers 80% of the time.
Q3) Children develop their first words around the age of:
A) 21 months
B) 6 months
C) 18 months
D) 12 months
Answer: D
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4
Chapter 3: Speech Sound Acquisition
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Sample Questions
Q1) __________ is an impairment in motor programming, specific to speech sound production.
A) Apraxia
B) Dysarthria
C) Microglossia
D) Aphasia
Answer: A
Q2) The most common type of speech sound disorder has:
A) A genetic origin
B) A psycholinguistic origin
C) No known origin
D) A motoric origin
Answer: C
Q3) A dental appliance that is often used to replace part of the hard palate is called an: A) Appliance
B) Obturator
C) Velum
D) Obligator
Answer: B
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Page 5
Chapter 4: Classification and Comorbidity in Speech Sound Disorders
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Sample Questions
Q1) Research does not support a connection between otitis media and speech sound disorders.
A)True
B)False
Q2) Children with speech sounds disorders are likely to have academic difficulties in what specific areas:
A) English, spelling, grammar
B) Reading, spelling, phonological awareness
C) Social studies, science, math
D) Reading, math, spelling
Q3) Ankyloglossia refers to:
A) An enlarged tongue
B) A short frenum
C) A long tongue
D) A partially removed tongue
Q4) Name three roles of speech perception in speech production abilities.
Q5) Discuss the factors that have contributed to the mixed findings in the literature regarding whether or not otitis media with effusion OME) is related to speech sound disorders.
Q6) Discuss the top-down versus bottom-up theories of speech production. Page 6
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Page 7
Chapter 5: Factors Related to Speech Sound Disorders
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Sample Questions
Q1) The most accurate way to capture a child's phoneme productions during testing is:
A) Checking off word lists
B) Parent report
C) Narrow transcription
D) Orthographic transcription
Q2) Contextual testing allows clinicians to examine any phonological or morphological environments in which the child might have to produce the target phoneme
A)True
B)False
Q3) A phonological context that improves the production of a phoneme is called facilitative.
A)True
B)False
Q4) Name 3 of the 4 ways a connected speech sample can be collected.
Q5) Speech perception testing should be done on all individuals with a speech sound disorder.
A)True
B)False
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Chapter 6: Phonological Assessment Procedures
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Sample Questions
Q1) Discuss the two ways in which "developmentally appropriateness" can be determined.
Q2) If a child is able to correctly produce a sound in certain contexts, but not others, this indicates that the sound is:
A) Incorrect
B) Stable
C) Consistent
D) Inconsistent
Q3) Teachers and peers have been shown to show different expectations/ feelings towards individuals with speech sound disorders.
A)True
B)False
Q4) Working on earlier developing speech sounds will result in system wide phonological change.
A)True
B)False
Q5) Name the two reasons phonological patterns are useful.
Q6) Describe the phonological pattern "coalescence" and give an example.
Q7) Name the three ways that intelligibility can be measured.
Page 9
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Chapter 7: Determining the Need for Intervention and Target Selection
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Sample Questions
Q1) A list of words that contain a child's target speech sound but are never directly targeted in therapy is called a:
A) Norm-referenced measure
B) Generalization probe
C) Horizontal approach
D) Direct target
Q2) Working on one-two phonemes at a time until mastery is achieved is an example of which goal attack strategy:
A) Vertical
B) Lateral
C) Horizontal
D) Cyclical
Q3) Children with multiple speech sound errors will have different treatment goals and generalization expectations compared to children with single speech sound errors.
A)True
B)False
Q4) All parents are always good generalization partners.
A)True
B)False
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Chapter 8: Remediation Procedures
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Sample Questions
Q1) Contrast training never involves the sound that the child is producing in error.
A)True
B)False
Q2) Which famous researcher/ SLP developed the "traditional approach" to articulation therapy:
A) Wayne Secord
B) Charles Van Riper
C) Martin Van Ramtin
D) Noam Chomsky
Q3) Describe how to use the technique "shaping" in order to achieve a correct /s/ production with your client.
Q4) All of the following are steps in perception "ear" training except:
A) Identification
B) Isolation
C) Repetition
D) Stimulation
Q5) Describe the three types of principles of motor learning.
Q6) Discuss the importance of high quality evidence levels in research designs. How does this affect practicing SLPs?
Q7) What are three examples of visual feedback?
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Chapter 9: Motor-Based Treatment Approaches
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Sample Questions
Q1) Training words used in treatment should not include syllable shapes that the child can make.
A)True
B)False
Q2) A clinician who is working with a child with comorbid speech and language disorders would be inclined to use a _________________ approach.
A) Maximal oppositions
B) Whole language
C) Cycles
D) Minimal pairs
Q3) Describe a typical treatment session that uses the cycles approach.
Q4) A whole-language approach to treatment focuses on:
A) Including phonology and the other 4 areas of language in therapy
B) Improving morphosyntax skills
C) Teaching decoding strategies
D) Sight-word vocabulary
Q5) What are three of the four recommended primary targets in the cycles approach?
Q6) The naturalistic approach is a therapist-centered approach.
A)True
B)False
Page 12
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Chapter 10: Linguistically-Based Treatment Approaches
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Sample Questions
Q1) Everyone speaks a dialect of some language.
A)True
B)False
Q2) An approach that suggest that SLPs target separate phonological skills for each language is called the:
A) Cross-linguistic approach
B) Cycles approach
C) Multi-linguistic approach
D) Bilingual approach
Q3) The best therapy approach to use for individuals who are bilingual is:
A) Minimal pairs
B) Maximal oppositions
C) Language-based
D) To adapt whatever approach you select to the particular languages
Q4) An approach that suggests that SLPs target phonological skills that would be useful across both languages is called the:
A) Cross-linguistic approach
B) Cycles approach
C) Multi-linguistic approach
D) Bilingual approach
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Chapter 11: Phonological Awareness: Description,
Assessment, and Intervention
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Sample Questions
Q1) Jenny is a fourth grade girl who has been in speech therapy for a speech sound disorder since Kindergarten. Her teacher tells you that Jenny struggles with spelling and basic decoding. These struggles are really holding Jenny back from progressing in the fourth grade curriculum, since most of it requires reading to learn. You begin to incorporate some phonological awareness activities into your intervention sessions. You notice that Jenny struggles with all levels of phonological awareness abilities including rhyming). Is it appropriate to work on phonological awareness with this student? Why or why not?
Answers to
Q2) The alphabetic principle refers to the systematic relationships that exist between:
A) Morphemes and graphemes
B) Graphemes and phonemes
C) Suprasegmentals and phonemes
D) Syllables and graphemes
Q3) A child's ability to manipulate phonemes is an example of:
A) Shallow levels of phonological awareness
B) Phonemic analysis
C) Deep levels of phonological awareness
D) Linguistic sequencing
Page 14
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