{"id":34,"date":"2025-08-12T11:22:25","date_gmt":"2025-08-12T17:22:25","guid":{"rendered":"https:\/\/vmx.erb.mybluehost.me\/the-peer-pressure-of-speech-sounds-how-everyday-phonological-processes-impact-the-classroom\/"},"modified":"2025-08-15T07:35:09","modified_gmt":"2025-08-15T13:35:09","slug":"everyday-phonological-processes-classroom","status":"publish","type":"post","link":"https:\/\/mrsspeechonline.com\/staging\/2315\/everyday-phonological-processes-classroom\/","title":{"rendered":"Everyday Phonological Processes & Their Impact in the Classroom"},"content":{"rendered":"\n

The Peer Pressure of Speech Sounds<\/h2>\n\n\n\n

Have you ever wondered why we often say “comfortable” instead of “comfterble”? Or why “strength” can sometimes sound like “strenkth”? These seemingly random variations in pronunciation are actually fascinating examples of everyday phonological processes<\/strong>. Every time we talk, sounds influence each other.  You might think of these processes as the “peer pressure<\/strong>” nearby sounds exert on each other.<\/p>\n\n\n\n

Why do we use processes?<\/h3>\n\n\n\n

Imagine typing an essay. What if you are only allowed to strike the keys precisely on the center, with good finger & wrist posture.  Would it take you longer to type?  Would it seem awkward and more fatiguing?<\/p>\n\n\n

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This illustration captures the feeling of being overwhelmed by the sheer complexity of articulation, highlighting why our speech system naturally uses phonological processes like coarticulation for efficiency.<\/figcaption><\/figure>\n<\/div>\n\n\n

Phonological processes, particularly coarticulation, are not random, <\/strong>or even necessarily erroneous, occurrences. They reflect the efficient and dynamic nature of human speech production. <\/p>\n\n\n\n

Our speech system is incredibly complex. Coarticulation allows us to produce speech smoothly and quickly by anticipating and adjusting to upcoming sounds. By anticipating the next sound, we can position our articulators (tongue, lips, jaw) in advance. This makes speech production more efficient and fluid without (usually) impairing the listener’s understanding.<\/p>\n\n\n\n

They Happen All the Time<\/h3>\n\n\n\n

SLPs often focus on phonological processes as patterns of errors in articulation therapy. However, it’s crucial to remember that these processes are also a natural part of everyday speech for all of us.<\/p>\n\n\n\n

It’s important to remember that when children are sounding out words, they are often applying these natural and normal “shortcuts” of speech. This means their pronunciations (and spellings) may not always perfectly match the standard pronunciation. Instead, they reflect the natural and dynamic nature of spoken language.<\/p>\n\n\n\n

This blog post will explore key phonological processes that we all use everyday, like coarticulation, assimilation, epenthesis<\/strong>, and elision<\/strong>. We’ll discuss how understanding these processes can benefit both teachers and Speech-Language Pathologists (SLPs) in the classroom.<\/p>\n\n\n\n

The “Peer Pressure” of Speech Sounds<\/h2>\n\n\n\n

Assimilation: Similar Sounds Mesh<\/h3>\n\n\n
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Two similarly produced sounds mesh together in assimilation.<\/figcaption><\/figure>\n<\/div>\n\n\n

Assimilation <\/strong>is a specific type of coarticulation where two similarly produced sounds are combined<\/em>. See the above image where the octagon and circle (similar shapes) combine.  They are both visible, the color of the circle impacted by the color of the octagon. We might compare it to friends who spend a lot of time together, who often start to share similar mannerisms.<\/p>\n\n\n\n

Example<\/strong>: “Ten plus two” often becomes “tem plus two.” The \/n\/ becomes more like the following \/p\/ sound.  In “I miss you”, the \/s\/ responds to the “peer pressure” of the \/y\/, becoming more like the \/sh.<\/p>\n\n\n\n

Coproduction: Sounds Overlap<\/h3>\n\n\n
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Sounds that use different articulators are overlapped in coproduction.<\/figcaption><\/figure>\n<\/div>\n\n\n

In coproduction<\/strong>, another type of coarticulation, sounds that use different articulators a<\/em>re overlapped<\/em>. In the illustration above, the two circles overlap, but both circles are still visible.  Using our analogy of typing, we anticipate the next key and position our finger accordingly before<\/em> the current keystroke is fully completed.<\/p>\n\n\n\n

Example:<\/strong>   Lips begin to round for the \/u\/ in “suit” while still producing the \/s\/.  Words ending with a vowel + nasal, such as “can”, often have some nasality in the vowel.<\/p>\n\n\n\n

Epenthesis: Adding Sounds<\/h3>\n\n\n
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The insertion of a sound into a word in epenthesis<\/figcaption><\/figure>\n<\/div>\n\n\n

Epenthesis <\/strong>involves the insertion of a sound<\/em> that doesn’t exist in the underlying form of a word. Look at the image above, where two shapes become three.  Imagine trying to keep your pants up. You could use a belt or suspenders, or you could even add a small clip to help keep them in place. Epenthesis is similar. It’s like adding a small “clip” (an extra sound) to a word to make it easier to pronounce.<\/p>\n\n\n\n

Example<\/strong>: We often pronounce “Athlete” as “ath-uh-lete.”  “Tenth” often has a slight \/t\/ sound between the \/n\/ and \/\u03b8\/.<\/p>\n\n\n\n

Elision: Deleting Sounds<\/h3>\n\n\n
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The omission of a sound within a word in elision<\/figcaption><\/figure>\n<\/div>\n\n\n

Elision <\/strong>is the omission of a sound<\/em> within a word. See how one of the shapes above is omitted.  Imagine you have a pair of pants that are slightly too long. To make them fit better, you might hem them, essentially “deleting” a portion of the fabric. Elision is similar \u2013 we “delete” or omit sounds from words during speech to make them easier and quicker to pronounce.<\/p>\n\n\n\n

Example<\/strong>: Frequently, we omit one of two \/r\/ sounds in a word, such as “caterpillar” or “governor.” We also typically remove the middle “e” in “camera.” We use “shortcuts” like “gonna” instead of “going to”, or “dunno” for “don’t know”.  In fact, contractions are really a form of elision themselves!<\/p>\n\n\n\n

Why Do These Everyday Phonological Processes Matter in the Classroom?<\/h2>\n\n\n\n

Understanding these common speech patterns is crucial for both teachers and SLPs. It provides valuable insights into the complexities of speech, language, and literacy development. Here are some key benefits:<\/p>\n\n\n\n

Improved Reading:<\/h3>\n\n\n
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Understanding everyday phonological processes, as a teacher instructs, is crucial for improving reading, enhancing phonics, and strengthening spelling skills in the classroom.<\/figcaption><\/figure>\n<\/div>\n\n\n