PREREQUISITE COURSES: Phonetics-Phonology (1^st Semester)

LEARNING OUTCOMES

Knowledge 

• Attain a comprehensive understanding of how typically developing children acquire the phonetic elements of their native language, surpassing the concise overview provided in the Language Development course.
• Develop familiarity with the atypical progression of phonetic development, particularly the classifications and etiologies of related disorders, along with the methodologies for their prevention, assessment, and remediation.

Skills 

• Differentiate between articulatory and phonological disorders with precision. Accurately identify and describe phonological errors in children. 

Competences 

• Apply pertinent theoretical frameworks and methodologies in the description, diagnosis, and treatment of articulation and phonological disorders in children, both in advanced semesters of their studies and in their professional practice as speech and language therapists.
  

GENERAL COMPETENCES

• Adaptation to new situations
• Application of knowledge in practice
• Decision making
• Demonstration of social, professional and ethical responsibility
• Efficient search, analysis, and synthesis of data and information using the essential technologies
• Exercise criticism and self-criticism
• Independent Assignment
• Promotion of free, creative and inductive thinking
• Respect for diversity and multiculturalism

SYLLABUS

The aim of this course is to familiarize students with the non-typical development of the phonological level of language and the sounds that support it in a theoretical and more practical level. To better understand the non-typical development of the phonological system, the first half of the course covers the typical phonological development both at the level of production and comprehension. The stages that are presented are: phonological development, the order of acquisition of consonants and vowels as well as the types of phonological errors that occur until the acquisition of the phonological system towards the end of the preschool years. The second part of the course focuses on the types and causes of phonological disorders as well as on the procedures for their prevention, assessment and correction.

Course Overview

• Detailed outline of course objectives, structure, and expectations.
• Overview of Phonetics and Phonology
• Comprehensive summary of key concepts in phonetics and phonology.
• Phonological Development in Language Acquisition
• Examination of phonological development within the broader context of children's overall language acquisition.
• Development of Phonetic and Phonological Domains
• Analysis of the factors influencing the development of phonetic and phonological domains, including motor control of articulators and psychomotor prerequisites for speech.
• Stages of Phonological Development
• Detailed exploration of the stages of phonological development from infancy to the end of preschool age, focusing on perception and expression, and the sequence of consonant and vowel acquisition.
• Types of Phonological Errors
• Identification and analysis of various phonological errors, including different forms of articulation simplifications.
• Theoretical Approaches to Phonological Development
• Discussion of rationalist and empiricist theories related to phonological development.
• Integration of Phonological Disorders
• Examination of phonological disorders within the broader spectrum of language disorders. Translocational Speech Disorders
• Study of speech disorders affecting phonation, resonance, and speech flow.
• Disorders of Phonology and Articulation
• Detailed examination of specific disorders, such as developmental phonological disorder etc.
• Methods for assessing phonological and articulation issues, including articulation tests, assessment report writing, principles of intervention, treatment goals, and rehabilitation techniques.
• Comprehensive summary and review of key course content.

TEACHING and LEARNING METHODS - EVALUATION

Activity	Semester workload
Lectures	39
Independent personal study	40
Preparation for participation in evaluation procedures	46
Course total	125 hours. (5 ECTS)

 

STUDENT PERFORMANCE EVALUATION

Written Examination: Conducted at the end of the semester

Weighting: 80%.

Written Assignment: Completion of a written assignment. Weighting: 20%.

Assessment Language: Greek

ATTACHED BIBLIOGRAPHY

Bernthal, J. E., Bankson, N. W., &Flipsen, P. (2017). Φωνολογικές και αρθρωτικές διαταραχές. Αθήνα: Κωνσταντάρας. Code in Eudoxus [133038474]

Books

• Γαβριηλίδου, Ζ. (2003). Φωνητική συνειδητοποίηση και διόρθωση παιδιών προσχολικής και πρώτης σχολικής ηλικίας. Αθήνα: Τυπωθήτω. Code in Eudoxus [32131]
• Νικολόπουλος, Δ. (επιμ.). (2016). Γλωσσική ανάπτυξη και διαταραχές. Αθήνα: Τόπος. Code in Eudoxus [59395598]
• Bauman-Waengler, J., & Garcia, D. (2019). Phonological treatment of speech sound disorders in children: A practical guide. San Diego, CA: Plural.
• Bleile, K. M. (2004). Manual of articulation and phonological disorders: Infancy through adulthood (2nd ed.). Clifton Park, NY: Thomson Delmar Learning.
• Brosseau-Lapré, F., & Rvachew, S. (2018). Developmental phonological disorders: Foundations of clinical practice (2nd ed.). SanDiego, CA: Plural.
• Βούλγαρης, Δ. Δ. (2002). Προβλήματα στο φωνητικό-φωνολογικό επίπεδο της γλώσσας παιδιών σχολικής ηλικίας και οι επιπτώσεις τους στη μάθηση (Διδακτορική διατριβή, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών). Διαθέσιμο από τη βάση δεδομένων του Εθνικού Κέντρου Τεκμηρίωσης. (Κωδ. 21425).
• Dodd, B. (ed.). (2005). Differential diagnosis and treatment of children with speech disorder (2nd ed.). London: Whurr.
• Farris-Trimble, A. W., & Barlow, J. A. (eds.). (2014). Perspectives on phonological theory and development: In honor of Daniel A. Dinnsen. Amsterdam: Benjamins.
• Ferguson, C. A., Menn, L. &Stoel-Gammon, C. (1992). Phonological development: Models, research, implications. Timonium, MD: York Press.
• Johnson, W., & Reimers, P. (2010). Patterns in child phonology. Edinburgh: Edinburgh University Press.
• Καμπανάρου, Μ. (2007). Διαγνωστικά θέματα λογοθεραπείας. Αθήνα: Έλλην. Code in Eudoxus [122081155]
• Κολιοραδάκης, Μ. Α. (2010). Φωνολογικά λάθη ελληνόφωνων μαθητών πρώτης σχολικής ηλικίας και μέθοδοι διόρθωσης με τις αρχές της κλινικής φωνολογίας (Διδακτορική διατριβή, Πανεπιστήμιο Κρήτης). Διαθέσιμο από τη βάση δεδομένων του Εθνικού Κέντρου Τεκμηρίωσης. Code in Eudoxus [30013]
• Λεβαντή, Ε., Κιρπότιν, Λ., Καρδαμίτση, Ε., & Καμπούρογλου, Μ. (1995).Δοκιμασία φωνητικής και φωνολογικής εξέλιξης. Αθήνα: Πανελλήνιος Σύλλογος Λογοπεδικών. Code in Eudoxus [122081155]
• Μαγουλά, Eυ. (2000). Η κατάκτηση του φωνολογικού συστήματος της νέας ελληνικής: Η περίπτωση των συμφώνων (Αδημοσίευτη διδακτορική διατριβή). Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών, Αθήνα, Ελλάδα.
• Mennen, I., & Okalidou, A. (2006). Acquisition of Greek phonology: An overview. In J. M. Scobbie, I. Mennen, & J. Watson (eds.). QMUC Speech Science Research Centre Working Paper WP10.
• Πετεινού, Κ., & Οκαλίδου, Α. (2010).Θεωρητικά και κλινικά θέματα φωνητικής και φωνολογίας: Δεδομένα από τον παιδικό λόγο στην αστική ελληνική κυπριακή και κοινή νέα ελληνική. Λευκωσία: Η. Επιφανίου. Code in Eudoxus [112985538]
• Pascoe, M., Stackhouse, J., & Wells, B. (2006). Persisting speech difficulties in children: Children’s speech and literacy difficulties. Chichester: Wiley.
• Roth, F. P., & Worthington, C. K. (2016). Εγχειρίδιο λογοθεραπείας (επιμ. Ν. Τρίμμης, Ν. Ζιάβρα, & Μ. Νησιώτη). Λευκωσία: Broken Hill. Code in Eudoxus [50659854]
• Stephany, U. (1995). The acquisition of Greek. In D. I. Slobin (ed.), The cross-linguistic study of language acquisition (Vol. 4, pp. 183-333). Hillsdale, NJ: Lawrence Erlbaum.
• Vihman, M. M. (2014). Phonological development: The first two years (2nd ed.). Malden, MA: Wiley-Blackwell.
• Yavaş, M. S. (ed.). (1991). Phonological disorders in children: Theory, research, and practice. London: Routledge. 

COURSE WEBSITE (URL)

https://eclass.uop.gr/courses/SLT181/