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

• Practical application of knowledge
•  Efficient search, analysis, and synthesis of data and information, utilizing essential technologies
• Adaptability to new situations
• Effective decision-making
• Independent working capabilities
• Respect for diversity and multiculturalism
• Exhibit social, professional, and ethical responsibility, with sensitivity to gender issues
• Engaging in constructive criticism and self-reflection
• Fostering free, creative, and deductive thinking

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

1. Detailed outline of course objectives, structure, and expectations.
2. Overview of phonetics and phonology.
3. Phonological development as part of the child’s overall language development.
4. Stages of phonological development from the beginning of life to the end of the preschool years, at the levels of perception and production. Order of acquisition of consonants and vowels.
5. Factors related to Speech Sound Disorders.
6. Articulation Disorders vs. Phonological Disorders.
7. Types of phonological errors: various forms of articulatory simplification (assimilation, harmony, deletion, epenthesis, etc.).
8. Phonological and articulation disorders: developmental phonological disorder, developmental dysarthria, childhood apraxia of speech, cleft lip and palate, hearing impairment and deafness.
9. Speech sound sampling.
10. Assessment of phonological and articulation disorders (including phonological and articulation tests and writing an assessment report). General principles of intervention, therapy goals, and techniques for the remediation of articulation and phonological disorders.
11. Linguistic Therapeutic Approaches.
12. Motor-Based Therapeutic Approaches.
13. Review and summary.

TEACHING and LEARNING METHODS - EVALUATION

Activity	Semester workload
Lectures	39
Independent personal study	46
Preparation for participation  in evaluation procedures	40
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.

Γαβριηλίδου, Ζ. (2003). Φωνητική συνειδητοποίηση και διόρθωση παιδιών προσχολικής και πρώτης σχολικής ηλικίας. Αθήνα: Τυπωθήτω.

Νικολόπουλος, Δ. (επιμ.). (2016), Γλωσσική ανάπτυξη και διαταραχές. Αθήνα: Τόπος.

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.

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. (Κωδ. 30013).

Λεβαντή, Ε., Κιρπότιν, Λ., Καρδαμίτση, Ε., & Καμπούρογλου, Μ. (1995).Δοκιμασία φωνητικής και φωνολογικής εξέλιξης. Αθήνα: Πανελλήνιος Σύλλογος Λογοπεδικών.

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.

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.

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/