This chart was created by Katie Yeh, MA CCC-SLP 2011 using the following references: Bowen, Caroline, (1998). For instance, my state (North Dakota) suggests (strongly) that we use the Iowa-Nebraska norms for whatever reason. Either way, this research shows that /s/ develops earlier than 7 for the majority of kids. Why do we wait until 4th grade to start to work on it then? I remember him joking about norms… If you wanted to pick up a kid, you used one set of norms. The variability is frustrating and confusing. For instance, I have seen a number of preschoolers we are addressing /s/blends with to resolve both cluster reduction and tongue thrusting/lisping tendencies. As far as the 50% who have and haven’t…when I test someone for language and they have a standard score of 100, it’s where 50% of students have met the criteria and 50% haven’t. Reply. They have a 2 year maximum, so it’s necessary to make sure that the sounds will most likely be remediated in 2 years. Listening Quiz: 1. door - deer 2. board - beard 3. fur - far 4. were - where 5. for - fear 6. chart - cheat As you can see here (hopefully) there is a range for when sounds are considered acquired. Certified speech-language pathologist, Assistant Professor, App Author, Presenter, App Consultant, and parent (not necessarily in that order). I guess that’s where the norms are just our guideline, along with our experience, to determine when to intervene. R-chart example using qcc R package. I realize that many of you (myself included) are somewhat limited by our districts/states as to when we can work on certain sounds…Heck, I realize some of you are limited and not allowed to work on articulation at all which is a whole different rant…but, will knowing the differences in norms and how they are often misread make a difference in your therapy? Many years ago, Dr. Robert Lowe was a young professor at Bloomsburg University of Pennsylvania. As far as “norm” absolutely…Look at a bell curve. It’s not that hard.” However, I didn’t take into consideration the discrepancies among the charts themselves…and, at that time, I didn’t know enough to really apply critical reasoning skills and see if the charts are even measuring the same thing. Vocalic /r/ Mouth Position: 1. When people say “R doesn’t develop until age 8 or later” the data shows that they are incorrect because for at least half of the child population R develops at 3. Why do we wait until 4th grade to start to work on it then? Let’s look at what else I see. Process Description Example Some charts have mastery for /r/ at age 4;6? If you didn’t you used another set. If 50% of kids have acquired the sound! Our artic chart is quite simple and indicates the age they expect the sounds to be mastered–without a stated mastery percentage. I’d love for you to let me know which developmental norms chart you use. In fact, if you look at the chart, the majority of sounds are developed by age four. I’ve worked with students on S and R that are in 3rd or 4th (or later) grades and earlier…and earlier is always easier to eradicate bad habits and teach proper placement. She put K and 1st grade students on IEPs with goals for artic. The phonemic chart contains the 44 sounds of spoken English. I agree, it is very fascinating to see all of the different “norms”. I’d also like to know if your district/state requires you to “wait” for a year after the developmental chart shows the sound should be acquired. These issues may be workplace issues, therapy issues, or various other things I consider worthy. I’d love to see your set of norms that have “normal” “delayed” etc…that would be great. If they have more than one error, I’m more likely to enroll them earlier rather than later. I love this! In this case the client has to form the tongue into the vowel position first, and then he has to transition from the vowel position to the R position. Cultural and linguistic diversity resource guide for speech-language pathologists Also, another interesting note is that Sanders looked at data from both boys and girls, and included phonemes across words (so initial, medial, and final position). This post has been a while in coming…and I’m fairly sure it will exasperate some and anger others. One fascinating tidbit from Greg Lof’s presentation was the difference between norms. liquid (/r/, /l/) is replaced with a glide (/w/, /j/) wabbit for rabbit; weg for leg 6–7 : Deaffrication : affricate is replaced with a fricative : ship for chip; zhob for job 4 : Syllable Structure Sound changes that affect the syllable structure of a word. Often, a student can get a good production of the R when it occurs at the beginning of a word as in rock, rat, or ring. If we wait until 8 to even START to teach how to make the sound, we have put our clients at least 5 years behind the “norm.” Ouch! Thank you, Max. I often hear that /s/ is a “later developing sound” (I hate that phrase)…It actually has the same bar graph as /r/…so 50% of three-year olds can correctly say /s/. I do believe that earlier intervention is easier. A vowel diagram or vowel chart is a schematic arrangement of the vowels.Depending on the particular language being discussed, it can take the form of a triangle or a quadrilateral. Hmm. This chart can be found on Caroline Bowen’s website: http://www.speech-language-therapy.com/index.php?option=com_content&view=article&id=32:table4&catid=11:admin&Itemid=119, Another chart I used to help guide therapy planning was one developed by the York Region Preschool Speech and Language (2011). Another fascinating chart to look at is this compilation of the various developmental norms, the year they were done, the number of children who participated, and sample type. It got misplaced, and I haven’t been able to find it again. Lips are rounded and pushed forward. That R-especially the post-vocalic or final R sound can be SO difficult to elicit. I am a firm believer and advocate of early intervention. Use this site to "type" the characters by clicking with your mouse. Be sure to note them on the lines below so you will remember them. In a narrow notation the correct IPA phonetic symbol for /r/ is .For simplicity in a broad notation /r/ is used in most dictionaries.. This is the norms chart that ND has implemented as their eligibility criteria. Target vocalic r in this fun unscramble articulation activity! Thank you for writing this and thank you for the links to further resources and reading! Where as Peter Flipsen had 320 participants and used connected speech. (This information can be found here on about page 15.). In Received Pronunciation and in General American, the IPA phoneme /r/ corresponds to the initial consonant sound in words like "rose", and "wrong" and the final one in "car" and "more".. The R-colored vowels are the characteristic feature of American English. Hi Mary. (Note: The audio clips may not play well in the media bar of Internet Explorer. (Personally, not that I think I’m better than all these famous researchers, I suspect the last is true…they have a good /s/ and then it shifts slightly to an error.