About our authors Lawrence D. Shriberg, PhD, is Professor Emeritus of Communicative Sciences and Disorders, University of Wisconsin, Madison. He is Principal Investigator of the Phonology Project, Communicative and Cognitive Sciences Unit, Waisman Center, University of Wisconsin, Madison. Dr. Shriberg's research is centered on genetic and other origins of pediatric speech sound disorders. Goals of the research using a framework termed the Speech Disorders Classification System are to develop behavioral markers that can be used to identify biomarkers and explicate the causal pathways of pediatric speech sound disorders. Recent emphasis has been on children with speech motor delay and children with apraxia of speech.Raymond D. Kent, PhD, is Professor Emeritus of Communicative Sciences and Disorders at the University of Wisconsin-Madison. He has authored or edited 19 books, including The Acoustic Analysis of Speech (with Charles Read), Reference Manual for Communicative Sciences and Disorders: Handbook of Voice Quality Measurement (with Martin J. Ball), The MIT Encyclopedia of Communication Disorders, and The Speech Sciences. He served as editor of the Journal of Speech and Hearing Research, associate founding editor of Clinical Linguistics and Phonetics, and associate editor of Folia Phoniatrica et Logopaedica. He currently conducts research on typical and atypical speech development with a clinical focus on children who have cerebral palsy or Down syndrome.Tara McAllister, PhD, is Assistant Professor of Communicative Sciences and Disorders at New York University. She has published more than 30 peer-reviewed articles spanning the disciplines of linguistics and speech-language pathology. Her research aims to understand how articulatory and perceptual factors shape phonological development and disorders. She also directs the Biofeedback Intervention Technology for Speech (BITS) Lab at NYU, which develops and tests tools to provide visual biofeedback for persistent speech sound errors in children.Jonathan L. Preston, PhD, is Associate Professor of Communication Sciences and Disorders at Syracuse University. He has coauthored more than 35 peer-reviewed publications, primarily focusing on phonetic, phonological, and neurobiological characteristics of children with speech sound disorders. In his current position, he teaches course-work on speech sound disorders, and he conducts research on assessment and treatment of speech sound disorders, including childhood apraxia of speech.

• About the AuthorsPrefaceChapter 1 Overview of Clinical Phonetics WelcomeClinical Phonetics The Knowledge Domain of Clinical PhoneticsThe Skill-Based Domain of Clinical PhoneticsConclusionChapter Summary ExercisesChapter 2 Linguistic Phonetics Language, Speech, and DialectThe MorphemeThe PhonemeSpelling versus Phonetic TranscriptionThe International Phonetic Alphabet (IPA)Phonemes and AllophonesPhonetics and PhonologyThe SyllablePositional and Contextual Terminology for Phonetic DescriptionsConclusionChapter Summary ExercisesChapter 3 The Three Systems of Speech Production The Respiratory SystemThe Laryngeal SystemThe Supralaryngeal System Velopharynx: Velum and Pharyngeal WallsJawTongueLipsTechnologies for the Study of Phonetics X-ray ImagingMagnetic Resonance Imaging (MRI)Electromagnetic ArticulographyUltrasoundElectropalatographyFiberoptic EndoscopyAerodynamic AnalysisAcoustic AnalysisConclusionChapter Summary ExercisesChapter 4 Vowels: Monophthongs and Diphthongs Vowel Articulation Tongue HeightTongue Advancement (the Front–Back Dimension of Tongue Position)Tenseness or LengthLip ConfigurationVowel Description: Tongue Height, Tongue Advancement, Tenseness, and Lip RoundingThe Front Vowels Vowel /i/ (He)Vowel /8/ (Hid)Vowel /3/ (Chaotic—First Syllable)Vowel /2/ (Head)Vowel /q/ (Had)The Back Vowels Vowel /u/ (Who)Vowel /7/ (Hook)Vowel /o/ (Hoe)Vowel /9/ (Hall)Vowel /e/ (Hot)The Central Vowels Vowel /4/ (Hub)Vowel /1/ (Above, Sometimes Called Schwa)Vowel /6/ (Her)Vowel /5/ (Mother, Sometimes Called Schwar)Diphthong Articulation Diphthong /e]/ (Bye)Diphthong /9]/ (Boy)Diphthong /e[/ (Bough)Diphthong /3]/ (Bay)Diphthong /o[/ (Bow)R-colored Vowels R-colored Vowel /e r/ (Far)R-colored Vowel /9 r/ (Four)R-colored Vowel /8 r/ (Fear)R-colored Vowel /2 r/ (Fair)Special Notes on the Phonetic Properties of Vowels Some Cautions about Vowel TerminologyTongue and Jaw InteractionLip and Jaw InteractionSome Common Articulatory Modifications of English Vowels NasalizationReductionOther ModificationsAllographs of English VowelsFrequency of Occurrence for English VowelsVowels around the WorldThe Acoustic Properties of Vowels The Vocal Tract as a ResonatorPrimary Acoustic Properties of VowelsConclusionChapter Summary ExercisesChapter 5 Consonants Manner of Articulation StopsFricativesAffricatesNasalsLiquidsGlidesPlace of Articulation BilabialsLabiodentalsInterdentals (or Dentals)AlveolarsPalatalsVelarsGlottalsThe Voicing ContrastSummary of Manner, Place, and Voicing Manner of ArticulationPlace of Articulation and VoicingAllographs of the Consonant Phonemes of EnglishFrequency of Occurrence and Place of ArticulationSummary Classification of ConsonantsConsonant Acoustics Acoustic Features of Consonant ClassesSounds in SequenceConclusionChapter Summary ExercisesChapter 6 Suprasegmentals and Prosody The Units of Prosody SyllablesThe Prosodic Foot The Intonational PhraseIntonationStress Lexical StressStress beyond the Word LevelTiming TempoPause (Juncture)Boundary or Edge EffectsTiming, Juncture, and Intonation Symbols Lengthened [s iQ]Shortened [w i W]Close Juncture [e] d 8 d 8 t]Open Juncture [1 n e] s + m q n] versus [1 n + e] s m q n]Internal Open Juncture [l 2 t s h 2 l p R j 3] n]Falling Terminal Juncture [t 7 d 3] T]Rising Terminal Juncture [t 7 d 3] Y]Checked or Held Juncture [t 7 d 3] U]Selected Extensions to the International Phonetic AlphabetParalinguisticsExamples of Prosodic Variations MothereseClear SpeechOther Prosodic VariationsRole of Prosody in Typical and Atypical Development of Speech and LanguageClinical Assessment of Suprasegmentals Prosody Profile (PROP)Prosody-Voice Screening Profile (PVSP)Profiling Elements of Prosodic Systems—Child Version (PEPS-C)ConclusionChapter Summary ExercisesChapter 7 Narrow Transcription CoarticulationUses of Narrow TranscriptionConventions for Diacritic Marks in This TextOnglide and Offglide SymbolsNasal Symbols Nasalized [b q! d]Nasal Emission [s@ m e] l]Denasalized [r q# n]Lip Symbols Rounded (or Protruded) Vowel [s w i$ t]Unrounded (or Unprotruded) Vowel [h u% ]Labialized Consonant [k^ w i n]Nonlabialized Consonant [w& i d]Inverted Lip [b* i n]Tongue Symbols Dentalized [w 8 dI ']Palatalized [sO i l]Lateralized [sP l i p]Retroflex (or Rhotacized) [h e r c{ 5]Velarized [f i l}]Fronted or Advanced [p e E t]Retracted [b qA t]Raised [b 2F d]Lowered [h 2G d]Derhotacized [rK 2 d]Sound Source Symbols Partially Voiced [q b sL 1 n t]Partially Devoiced [d 9 g:]Glottalized (or Creaky Voice) [b e" k s]Breathy (or Murmured) [p l 3Z] 8 a]Whistled (or Hissed) [sC i]Trilled [th rV e]]Syllabic SymbolStop Release Symbols Aspirated [t( e p]Unaspirated [s t) e p]Unreleased [l q p_]Frictionalized (or Spirantized) [s tX e p]Other Symbols Synchronic Tie [d+z u]Unintelligible Syllable [\]Questionable Segment e| or =|ConclusionChapter Summary ExercisesChapter 8 Practicing Broad and Narrow Phonetic Transcription of Children’s Speech Part A: Transcription of Vowel Sound Changes Background InformationTraining Modules Vowels Module 1: Vowel SubstitutionsVowels Module 2: Vowel ModificationsVowels Module 3: Central VowelsVowels Module 4: Vowel Substitutions, Modifications, and Central VowelsVowels Module 5: Vowel AdditionsVowels Module 6: Vowel LengtheningVowels Module 7: Vowel NasalizationVowels Module 8: Summary QuizPart B: Transcription of Stop Sound Changes Background Information Description of StopsTraining Modules Stops Module 1: Stop SubstitutionsStops Module 2: Voicing of Voiceless StopsStops Module 3: Devoicing of Voiced StopsStops Module 4: Glottal Stop SubstitutionsStops Module 5: Stop DeletionsStops Module 6: Frictionalized StopsStops Module 7: Summary QuizPart C: Transcription of Nasal Sound Changes Background Information Description and Distribution of NasalsTraining Modules Nasals Module 1: Nasal DeletionsNasals Module 2: Summary QuizPart D: Transcription of Fricative and Affricate Sound Changes Background Information Description of FricativesDistribution and Frequency of Occurrence of FricativesTraining Modules OverviewFricatives and Affricates Module 1: /f/ and /v/ ChangesFricatives and Affricates Module 2: /h/ DeletionsFricatives and Affricates Module 3: Voiceless and Voiced Interdental ChangesFricatives and Affricates Module 4: Fricative and Affricate Voicing ChangesFricatives and Affricates Module 5: Fricative and Affricate SubstitutionsFricatives and Affricates Module 6: Dentalized SibilantsFricatives and Affricates Module 7: Lateralized SibilantsFricatives and Affricates Module 8: Retroflexed and Palatalized SibilantsFricatives and Affricates Module 9: Sibilants QuizFricatives and Affricates Module 10: Summary QuizPart E: Transcription of Glide and Liquid Sound Changes Background Information Description of Glides and LiquidsDistribution and FrequencyTraining Modules Glides and Liquids Module 1: Glide ChangesGlides and Liquids Module 2: /l/ SubstitutionsGlides and Liquids Module 3: Velarized /l/Glides and Liquids Module 4: Derhotacized /r/, /6/, /5/Glides and Liquids Module 5: /r/ QuizGlides and Liquids Module 6: Velarized /r/Glides and Liquids Module 7: Summary QuizGrand QuizChapter 9 Preparing to Collect and Transcribe Clinical Speech Samples Eliciting and Recording Speech Samples Eliciting the SampleThe Recording EnvironmentRecording EquipmentFactors that Influence Scoring and Transcription Client FactorsTask FactorsApproaches to Clinical Transcription and Scoring Transcription and Scoring SystemsWhat Level of Detail Should Be Represented?The Process of Scoring or Transcription Should I Use Video Recording?Should I Use Headphones?Should I Preview the Recording?What if I’m Not Sure What I’m Hearing?How Many Times Should I Listen?What Are Some Strategies for Difficult Words?Some Final SuggestionsConclusionChapter 10 Phonetics in the Clinical Setting Single-Word Tests of Articulation and PhonologyTranscribing NonwordsTwo-Way Scoring and Deep TestingTwo-Way Scoring in Larger Speech Samples Scoring /s/ in Continuous SpeechScoring Rhotics in Continuous SpeechTranscription in Larger Speech Samples Transcribing Imitated PhrasesTranscribing Read SentencesTranscribing All Sounds in Continuous SpeechTranscribing Children with Motor Speech DisordersMotor Speech Disorders: Imitated Single Words Motor Speech Disorders: Imitated Words in PhrasesMotor Speech Disorders: Imitated SentencesMotor Speech Disorders: Conversational SpeechConclusionChapter 11 Phonetic Variation Part A: Phonetic Aspects of Dialect Variation What is Phonetic Variation?Dialect as a Source of Phonetic Variation Studying DialectIs There a Standard Dialect?Why Do Dialects Differ?Difference versus DisorderPart B: Regional Dialects of American English Southern Dialect Region LocationMajor FeaturesWestern Dialect Region LocationMajor FeaturesMidlands Dialect Region LocationMajor FeatureNorthern Dialect Regions LocationMajor FeaturesDialects of the Northeastern United States LocationMajor FeaturesPractice Discriminating Regional Variation in VowelsRegional Variation in ConsonantsInternational EnglishesPart C: Beyond Regional Dialects African American English Origins of AAEFeatures of AAEL1-Influenced English Working with Speakers from Unfamiliar Language BackgroundsSpanish-Influenced EnglishFeatures of Spanish-Influenced EnglishConclusionFurther ReadingOther Resources Transcription ExercisesAPPENDICDES Phonetics Symbols and TermsDistributional, Structural, and Proportional Occurrence Data for American English Sounds, Syllables, and WordsGlossary Answers to Exercises References Index

About our authors Lawrence D. Shriberg, PhD, is Professor Emeritus of Communicative Sciences and Disorders, University of Wisconsin, Madison. He is Principal Investigator of the Phonology Project, Communicative and Cognitive Sciences Unit, Waisman Center, University of Wisconsin, Madison. Dr. Shriberg's research is centered on genetic and other origins of pediatric speech sound disorders. Goals of the research using a framework termed the Speech Disorders Classification System are to develop behavioral markers that can be used to identify biomarkers and explicate the causal pathways of pediatric speech sound disorders. Recent emphasis has been on children with speech motor delay and children with apraxia of speech.Raymond D. Kent, PhD, is Professor Emeritus of Communicative Sciences and Disorders at the University of Wisconsin-Madison. He has authored or edited 19 books, including The Acoustic Analysis of Speech (with Charles Read), Reference Manual for Communicative Sciences and Disorders: Handbook of Voice Quality Measurement (with Martin J. Ball), The MIT Encyclopedia of Communication Disorders, and The Speech Sciences. He served as editor of the Journal of Speech and Hearing Research, associate founding editor of Clinical Linguistics and Phonetics, and associate editor of Folia Phoniatrica et Logopaedica. He currently conducts research on typical and atypical speech development with a clinical focus on children who have cerebral palsy or Down syndrome.Tara McAllister, PhD, is Assistant Professor of Communicative Sciences and Disorders at New York University. She has published more than 30 peer-reviewed articles spanning the disciplines of linguistics and speech-language pathology. Her research aims to understand how articulatory and perceptual factors shape phonological development and disorders. She also directs the Biofeedback Intervention Technology for Speech (BITS) Lab at NYU, which develops and tests tools to provide visual biofeedback for persistent speech sound errors in children.Jonathan L. Preston, PhD, is Associate Professor of Communication Sciences and Disorders at Syracuse University. He has coauthored more than 35 peer-reviewed publications, primarily focusing on phonetic, phonological, and neurobiological characteristics of children with speech sound disorders. In his current position, he teaches course-work on speech sound disorders, and he conducts research on assessment and treatment of speech sound disorders, including childhood apraxia of speech.

• About the AuthorsPrefaceChapter 1 Overview of Clinical Phonetics WelcomeClinical Phonetics The Knowledge Domain of Clinical PhoneticsThe Skill-Based Domain of Clinical PhoneticsConclusionChapter Summary ExercisesChapter 2 Linguistic Phonetics Language, Speech, and DialectThe MorphemeThe PhonemeSpelling versus Phonetic TranscriptionThe International Phonetic Alphabet (IPA)Phonemes and AllophonesPhonetics and PhonologyThe SyllablePositional and Contextual Terminology for Phonetic DescriptionsConclusionChapter Summary ExercisesChapter 3 The Three Systems of Speech Production The Respiratory SystemThe Laryngeal SystemThe Supralaryngeal System Velopharynx: Velum and Pharyngeal WallsJawTongueLipsTechnologies for the Study of Phonetics X-ray ImagingMagnetic Resonance Imaging (MRI)Electromagnetic ArticulographyUltrasoundElectropalatographyFiberoptic EndoscopyAerodynamic AnalysisAcoustic AnalysisConclusionChapter Summary ExercisesChapter 4 Vowels: Monophthongs and Diphthongs Vowel Articulation Tongue HeightTongue Advancement (the Front–Back Dimension of Tongue Position)Tenseness or LengthLip ConfigurationVowel Description: Tongue Height, Tongue Advancement, Tenseness, and Lip RoundingThe Front Vowels Vowel /i/ (He)Vowel /8/ (Hid)Vowel /3/ (Chaotic—First Syllable)Vowel /2/ (Head)Vowel /q/ (Had)The Back Vowels Vowel /u/ (Who)Vowel /7/ (Hook)Vowel /o/ (Hoe)Vowel /9/ (Hall)Vowel /e/ (Hot)The Central Vowels Vowel /4/ (Hub)Vowel /1/ (Above, Sometimes Called Schwa)Vowel /6/ (Her)Vowel /5/ (Mother, Sometimes Called Schwar)Diphthong Articulation Diphthong /e]/ (Bye)Diphthong /9]/ (Boy)Diphthong /e[/ (Bough)Diphthong /3]/ (Bay)Diphthong /o[/ (Bow)R-colored Vowels R-colored Vowel /e r/ (Far)R-colored Vowel /9 r/ (Four)R-colored Vowel /8 r/ (Fear)R-colored Vowel /2 r/ (Fair)Special Notes on the Phonetic Properties of Vowels Some Cautions about Vowel TerminologyTongue and Jaw InteractionLip and Jaw InteractionSome Common Articulatory Modifications of English Vowels NasalizationReductionOther ModificationsAllographs of English VowelsFrequency of Occurrence for English VowelsVowels around the WorldThe Acoustic Properties of Vowels The Vocal Tract as a ResonatorPrimary Acoustic Properties of VowelsConclusionChapter Summary ExercisesChapter 5 Consonants Manner of Articulation StopsFricativesAffricatesNasalsLiquidsGlidesPlace of Articulation BilabialsLabiodentalsInterdentals (or Dentals)AlveolarsPalatalsVelarsGlottalsThe Voicing ContrastSummary of Manner, Place, and Voicing Manner of ArticulationPlace of Articulation and VoicingAllographs of the Consonant Phonemes of EnglishFrequency of Occurrence and Place of ArticulationSummary Classification of ConsonantsConsonant Acoustics Acoustic Features of Consonant ClassesSounds in SequenceConclusionChapter Summary ExercisesChapter 6 Suprasegmentals and Prosody The Units of Prosody SyllablesThe Prosodic Foot The Intonational PhraseIntonationStress Lexical StressStress beyond the Word LevelTiming TempoPause (Juncture)Boundary or Edge EffectsTiming, Juncture, and Intonation Symbols Lengthened [s iQ]Shortened [w i W]Close Juncture [e] d 8 d 8 t]Open Juncture [1 n e] s + m q n] versus [1 n + e] s m q n]Internal Open Juncture [l 2 t s h 2 l p R j 3] n]Falling Terminal Juncture [t 7 d 3] T]Rising Terminal Juncture [t 7 d 3] Y]Checked or Held Juncture [t 7 d 3] U]Selected Extensions to the International Phonetic AlphabetParalinguisticsExamples of Prosodic Variations MothereseClear SpeechOther Prosodic VariationsRole of Prosody in Typical and Atypical Development of Speech and LanguageClinical Assessment of Suprasegmentals Prosody Profile (PROP)Prosody-Voice Screening Profile (PVSP)Profiling Elements of Prosodic Systems—Child Version (PEPS-C)ConclusionChapter Summary ExercisesChapter 7 Narrow Transcription CoarticulationUses of Narrow TranscriptionConventions for Diacritic Marks in This TextOnglide and Offglide SymbolsNasal Symbols Nasalized [b q! d]Nasal Emission [s@ m e] l]Denasalized [r q# n]Lip Symbols Rounded (or Protruded) Vowel [s w i$ t]Unrounded (or Unprotruded) Vowel [h u% ]Labialized Consonant [k^ w i n]Nonlabialized Consonant [w& i d]Inverted Lip [b* i n]Tongue Symbols Dentalized [w 8 dI ']Palatalized [sO i l]Lateralized [sP l i p]Retroflex (or Rhotacized) [h e r c{ 5]Velarized [f i l}]Fronted or Advanced [p e E t]Retracted [b qA t]Raised [b 2F d]Lowered [h 2G d]Derhotacized [rK 2 d]Sound Source Symbols Partially Voiced [q b sL 1 n t]Partially Devoiced [d 9 g:]Glottalized (or Creaky Voice) [b e" k s]Breathy (or Murmured) [p l 3Z] 8 a]Whistled (or Hissed) [sC i]Trilled [th rV e]]Syllabic SymbolStop Release Symbols Aspirated [t( e p]Unaspirated [s t) e p]Unreleased [l q p_]Frictionalized (or Spirantized) [s tX e p]Other Symbols Synchronic Tie [d+z u]Unintelligible Syllable [\]Questionable Segment e| or =|ConclusionChapter Summary ExercisesChapter 8 Practicing Broad and Narrow Phonetic Transcription of Children’s Speech Part A: Transcription of Vowel Sound Changes Background InformationTraining Modules Vowels Module 1: Vowel SubstitutionsVowels Module 2: Vowel ModificationsVowels Module 3: Central VowelsVowels Module 4: Vowel Substitutions, Modifications, and Central VowelsVowels Module 5: Vowel AdditionsVowels Module 6: Vowel LengtheningVowels Module 7: Vowel NasalizationVowels Module 8: Summary QuizPart B: Transcription of Stop Sound Changes Background Information Description of StopsTraining Modules Stops Module 1: Stop SubstitutionsStops Module 2: Voicing of Voiceless StopsStops Module 3: Devoicing of Voiced StopsStops Module 4: Glottal Stop SubstitutionsStops Module 5: Stop DeletionsStops Module 6: Frictionalized StopsStops Module 7: Summary QuizPart C: Transcription of Nasal Sound Changes Background Information Description and Distribution of NasalsTraining Modules Nasals Module 1: Nasal DeletionsNasals Module 2: Summary QuizPart D: Transcription of Fricative and Affricate Sound Changes Background Information Description of FricativesDistribution and Frequency of Occurrence of FricativesTraining Modules OverviewFricatives and Affricates Module 1: /f/ and /v/ ChangesFricatives and Affricates Module 2: /h/ DeletionsFricatives and Affricates Module 3: Voiceless and Voiced Interdental ChangesFricatives and Affricates Module 4: Fricative and Affricate Voicing ChangesFricatives and Affricates Module 5: Fricative and Affricate SubstitutionsFricatives and Affricates Module 6: Dentalized SibilantsFricatives and Affricates Module 7: Lateralized SibilantsFricatives and Affricates Module 8: Retroflexed and Palatalized SibilantsFricatives and Affricates Module 9: Sibilants QuizFricatives and Affricates Module 10: Summary QuizPart E: Transcription of Glide and Liquid Sound Changes Background Information Description of Glides and LiquidsDistribution and FrequencyTraining Modules Glides and Liquids Module 1: Glide ChangesGlides and Liquids Module 2: /l/ SubstitutionsGlides and Liquids Module 3: Velarized /l/Glides and Liquids Module 4: Derhotacized /r/, /6/, /5/Glides and Liquids Module 5: /r/ QuizGlides and Liquids Module 6: Velarized /r/Glides and Liquids Module 7: Summary QuizGrand QuizChapter 9 Preparing to Collect and Transcribe Clinical Speech Samples Eliciting and Recording Speech Samples Eliciting the SampleThe Recording EnvironmentRecording EquipmentFactors that Influence Scoring and Transcription Client FactorsTask FactorsApproaches to Clinical Transcription and Scoring Transcription and Scoring SystemsWhat Level of Detail Should Be Represented?The Process of Scoring or Transcription Should I Use Video Recording?Should I Use Headphones?Should I Preview the Recording?What if I’m Not Sure What I’m Hearing?How Many Times Should I Listen?What Are Some Strategies for Difficult Words?Some Final SuggestionsConclusionChapter 10 Phonetics in the Clinical Setting Single-Word Tests of Articulation and PhonologyTranscribing NonwordsTwo-Way Scoring and Deep TestingTwo-Way Scoring in Larger Speech Samples Scoring /s/ in Continuous SpeechScoring Rhotics in Continuous SpeechTranscription in Larger Speech Samples Transcribing Imitated PhrasesTranscribing Read SentencesTranscribing All Sounds in Continuous SpeechTranscribing Children with Motor Speech DisordersMotor Speech Disorders: Imitated Single Words Motor Speech Disorders: Imitated Words in PhrasesMotor Speech Disorders: Imitated SentencesMotor Speech Disorders: Conversational SpeechConclusionChapter 11 Phonetic Variation Part A: Phonetic Aspects of Dialect Variation What is Phonetic Variation?Dialect as a Source of Phonetic Variation Studying DialectIs There a Standard Dialect?Why Do Dialects Differ?Difference versus DisorderPart B: Regional Dialects of American English Southern Dialect Region LocationMajor FeaturesWestern Dialect Region LocationMajor FeaturesMidlands Dialect Region LocationMajor FeatureNorthern Dialect Regions LocationMajor FeaturesDialects of the Northeastern United States LocationMajor FeaturesPractice Discriminating Regional Variation in VowelsRegional Variation in ConsonantsInternational EnglishesPart C: Beyond Regional Dialects African American English Origins of AAEFeatures of AAEL1-Influenced English Working with Speakers from Unfamiliar Language BackgroundsSpanish-Influenced EnglishFeatures of Spanish-Influenced EnglishConclusionFurther ReadingOther Resources Transcription ExercisesAPPENDICDES Phonetics Symbols and TermsDistributional, Structural, and Proportional Occurrence Data for American English Sounds, Syllables, and WordsGlossary Answers to Exercises References Index

About our authors Lawrence D. Shriberg, PhD, is Professor Emeritus of Communicative Sciences and Disorders, University of Wisconsin, Madison. He is Principal Investigator of the Phonology Project, Communicative and Cognitive Sciences Unit, Waisman Center, University of Wisconsin, Madison. Dr. Shriberg's research is centered on genetic and other origins of pediatric speech sound disorders. Goals of the research using a framework termed the Speech Disorders Classification System are to develop behavioral markers that can be used to identify biomarkers and explicate the causal pathways of pediatric speech sound disorders. Recent emphasis has been on children with speech motor delay and children with apraxia of speech.Raymond D. Kent, PhD, is Professor Emeritus of Communicative Sciences and Disorders at the University of Wisconsin-Madison. He has authored or edited 19 books, including The Acoustic Analysis of Speech (with Charles Read), Reference Manual for Communicative Sciences and Disorders: Handbook of Voice Quality Measurement (with Martin J. Ball), The MIT Encyclopedia of Communication Disorders, and The Speech Sciences. He served as editor of the Journal of Speech and Hearing Research, associate founding editor of Clinical Linguistics and Phonetics, and associate editor of Folia Phoniatrica et Logopaedica. He currently conducts research on typical and atypical speech development with a clinical focus on children who have cerebral palsy or Down syndrome.Tara McAllister, PhD, is Assistant Professor of Communicative Sciences and Disorders at New York University. She has published more than 30 peer-reviewed articles spanning the disciplines of linguistics and speech-language pathology. Her research aims to understand how articulatory and perceptual factors shape phonological development and disorders. She also directs the Biofeedback Intervention Technology for Speech (BITS) Lab at NYU, which develops and tests tools to provide visual biofeedback for persistent speech sound errors in children.Jonathan L. Preston, PhD, is Associate Professor of Communication Sciences and Disorders at Syracuse University. He has coauthored more than 35 peer-reviewed publications, primarily focusing on phonetic, phonological, and neurobiological characteristics of children with speech sound disorders. In his current position, he teaches course-work on speech sound disorders, and he conducts research on assessment and treatment of speech sound disorders, including childhood apraxia of speech.

• About the AuthorsPrefaceChapter 1 Overview of Clinical Phonetics WelcomeClinical Phonetics The Knowledge Domain of Clinical PhoneticsThe Skill-Based Domain of Clinical PhoneticsConclusionChapter Summary ExercisesChapter 2 Linguistic Phonetics Language, Speech, and DialectThe MorphemeThe PhonemeSpelling versus Phonetic TranscriptionThe International Phonetic Alphabet (IPA)Phonemes and AllophonesPhonetics and PhonologyThe SyllablePositional and Contextual Terminology for Phonetic DescriptionsConclusionChapter Summary ExercisesChapter 3 The Three Systems of Speech Production The Respiratory SystemThe Laryngeal SystemThe Supralaryngeal System Velopharynx: Velum and Pharyngeal WallsJawTongueLipsTechnologies for the Study of Phonetics X-ray ImagingMagnetic Resonance Imaging (MRI)Electromagnetic ArticulographyUltrasoundElectropalatographyFiberoptic EndoscopyAerodynamic AnalysisAcoustic AnalysisConclusionChapter Summary ExercisesChapter 4 Vowels: Monophthongs and Diphthongs Vowel Articulation Tongue HeightTongue Advancement (the Front–Back Dimension of Tongue Position)Tenseness or LengthLip ConfigurationVowel Description: Tongue Height, Tongue Advancement, Tenseness, and Lip RoundingThe Front Vowels Vowel /i/ (He)Vowel /8/ (Hid)Vowel /3/ (Chaotic—First Syllable)Vowel /2/ (Head)Vowel /q/ (Had)The Back Vowels Vowel /u/ (Who)Vowel /7/ (Hook)Vowel /o/ (Hoe)Vowel /9/ (Hall)Vowel /e/ (Hot)The Central Vowels Vowel /4/ (Hub)Vowel /1/ (Above, Sometimes Called Schwa)Vowel /6/ (Her)Vowel /5/ (Mother, Sometimes Called Schwar)Diphthong Articulation Diphthong /e]/ (Bye)Diphthong /9]/ (Boy)Diphthong /e[/ (Bough)Diphthong /3]/ (Bay)Diphthong /o[/ (Bow)R-colored Vowels R-colored Vowel /e r/ (Far)R-colored Vowel /9 r/ (Four)R-colored Vowel /8 r/ (Fear)R-colored Vowel /2 r/ (Fair)Special Notes on the Phonetic Properties of Vowels Some Cautions about Vowel TerminologyTongue and Jaw InteractionLip and Jaw InteractionSome Common Articulatory Modifications of English Vowels NasalizationReductionOther ModificationsAllographs of English VowelsFrequency of Occurrence for English VowelsVowels around the WorldThe Acoustic Properties of Vowels The Vocal Tract as a ResonatorPrimary Acoustic Properties of VowelsConclusionChapter Summary ExercisesChapter 5 Consonants Manner of Articulation StopsFricativesAffricatesNasalsLiquidsGlidesPlace of Articulation BilabialsLabiodentalsInterdentals (or Dentals)AlveolarsPalatalsVelarsGlottalsThe Voicing ContrastSummary of Manner, Place, and Voicing Manner of ArticulationPlace of Articulation and VoicingAllographs of the Consonant Phonemes of EnglishFrequency of Occurrence and Place of ArticulationSummary Classification of ConsonantsConsonant Acoustics Acoustic Features of Consonant ClassesSounds in SequenceConclusionChapter Summary ExercisesChapter 6 Suprasegmentals and Prosody The Units of Prosody SyllablesThe Prosodic Foot The Intonational PhraseIntonationStress Lexical StressStress beyond the Word LevelTiming TempoPause (Juncture)Boundary or Edge EffectsTiming, Juncture, and Intonation Symbols Lengthened [s iQ]Shortened [w i W]Close Juncture [e] d 8 d 8 t]Open Juncture [1 n e] s + m q n] versus [1 n + e] s m q n]Internal Open Juncture [l 2 t s h 2 l p R j 3] n]Falling Terminal Juncture [t 7 d 3] T]Rising Terminal Juncture [t 7 d 3] Y]Checked or Held Juncture [t 7 d 3] U]Selected Extensions to the International Phonetic AlphabetParalinguisticsExamples of Prosodic Variations MothereseClear SpeechOther Prosodic VariationsRole of Prosody in Typical and Atypical Development of Speech and LanguageClinical Assessment of Suprasegmentals Prosody Profile (PROP)Prosody-Voice Screening Profile (PVSP)Profiling Elements of Prosodic Systems—Child Version (PEPS-C)ConclusionChapter Summary ExercisesChapter 7 Narrow Transcription CoarticulationUses of Narrow TranscriptionConventions for Diacritic Marks in This TextOnglide and Offglide SymbolsNasal Symbols Nasalized [b q! d]Nasal Emission [s@ m e] l]Denasalized [r q# n]Lip Symbols Rounded (or Protruded) Vowel [s w i$ t]Unrounded (or Unprotruded) Vowel [h u% ]Labialized Consonant [k^ w i n]Nonlabialized Consonant [w& i d]Inverted Lip [b* i n]Tongue Symbols Dentalized [w 8 dI ']Palatalized [sO i l]Lateralized [sP l i p]Retroflex (or Rhotacized) [h e r c{ 5]Velarized [f i l}]Fronted or Advanced [p e E t]Retracted [b qA t]Raised [b 2F d]Lowered [h 2G d]Derhotacized [rK 2 d]Sound Source Symbols Partially Voiced [q b sL 1 n t]Partially Devoiced [d 9 g:]Glottalized (or Creaky Voice) [b e" k s]Breathy (or Murmured) [p l 3Z] 8 a]Whistled (or Hissed) [sC i]Trilled [th rV e]]Syllabic SymbolStop Release Symbols Aspirated [t( e p]Unaspirated [s t) e p]Unreleased [l q p_]Frictionalized (or Spirantized) [s tX e p]Other Symbols Synchronic Tie [d+z u]Unintelligible Syllable [\]Questionable Segment e| or =|ConclusionChapter Summary ExercisesChapter 8 Practicing Broad and Narrow Phonetic Transcription of Children’s Speech Part A: Transcription of Vowel Sound Changes Background InformationTraining Modules Vowels Module 1: Vowel SubstitutionsVowels Module 2: Vowel ModificationsVowels Module 3: Central VowelsVowels Module 4: Vowel Substitutions, Modifications, and Central VowelsVowels Module 5: Vowel AdditionsVowels Module 6: Vowel LengtheningVowels Module 7: Vowel NasalizationVowels Module 8: Summary QuizPart B: Transcription of Stop Sound Changes Background Information Description of StopsTraining Modules Stops Module 1: Stop SubstitutionsStops Module 2: Voicing of Voiceless StopsStops Module 3: Devoicing of Voiced StopsStops Module 4: Glottal Stop SubstitutionsStops Module 5: Stop DeletionsStops Module 6: Frictionalized StopsStops Module 7: Summary QuizPart C: Transcription of Nasal Sound Changes Background Information Description and Distribution of NasalsTraining Modules Nasals Module 1: Nasal DeletionsNasals Module 2: Summary QuizPart D: Transcription of Fricative and Affricate Sound Changes Background Information Description of FricativesDistribution and Frequency of Occurrence of FricativesTraining Modules OverviewFricatives and Affricates Module 1: /f/ and /v/ ChangesFricatives and Affricates Module 2: /h/ DeletionsFricatives and Affricates Module 3: Voiceless and Voiced Interdental ChangesFricatives and Affricates Module 4: Fricative and Affricate Voicing ChangesFricatives and Affricates Module 5: Fricative and Affricate SubstitutionsFricatives and Affricates Module 6: Dentalized SibilantsFricatives and Affricates Module 7: Lateralized SibilantsFricatives and Affricates Module 8: Retroflexed and Palatalized SibilantsFricatives and Affricates Module 9: Sibilants QuizFricatives and Affricates Module 10: Summary QuizPart E: Transcription of Glide and Liquid Sound Changes Background Information Description of Glides and LiquidsDistribution and FrequencyTraining Modules Glides and Liquids Module 1: Glide ChangesGlides and Liquids Module 2: /l/ SubstitutionsGlides and Liquids Module 3: Velarized /l/Glides and Liquids Module 4: Derhotacized /r/, /6/, /5/Glides and Liquids Module 5: /r/ QuizGlides and Liquids Module 6: Velarized /r/Glides and Liquids Module 7: Summary QuizGrand QuizChapter 9 Preparing to Collect and Transcribe Clinical Speech Samples Eliciting and Recording Speech Samples Eliciting the SampleThe Recording EnvironmentRecording EquipmentFactors that Influence Scoring and Transcription Client FactorsTask FactorsApproaches to Clinical Transcription and Scoring Transcription and Scoring SystemsWhat Level of Detail Should Be Represented?The Process of Scoring or Transcription Should I Use Video Recording?Should I Use Headphones?Should I Preview the Recording?What if I’m Not Sure What I’m Hearing?How Many Times Should I Listen?What Are Some Strategies for Difficult Words?Some Final SuggestionsConclusionChapter 10 Phonetics in the Clinical Setting Single-Word Tests of Articulation and PhonologyTranscribing NonwordsTwo-Way Scoring and Deep TestingTwo-Way Scoring in Larger Speech Samples Scoring /s/ in Continuous SpeechScoring Rhotics in Continuous SpeechTranscription in Larger Speech Samples Transcribing Imitated PhrasesTranscribing Read SentencesTranscribing All Sounds in Continuous SpeechTranscribing Children with Motor Speech DisordersMotor Speech Disorders: Imitated Single Words Motor Speech Disorders: Imitated Words in PhrasesMotor Speech Disorders: Imitated SentencesMotor Speech Disorders: Conversational SpeechConclusionChapter 11 Phonetic Variation Part A: Phonetic Aspects of Dialect Variation What is Phonetic Variation?Dialect as a Source of Phonetic Variation Studying DialectIs There a Standard Dialect?Why Do Dialects Differ?Difference versus DisorderPart B: Regional Dialects of American English Southern Dialect Region LocationMajor FeaturesWestern Dialect Region LocationMajor FeaturesMidlands Dialect Region LocationMajor FeatureNorthern Dialect Regions LocationMajor FeaturesDialects of the Northeastern United States LocationMajor FeaturesPractice Discriminating Regional Variation in VowelsRegional Variation in ConsonantsInternational EnglishesPart C: Beyond Regional Dialects African American English Origins of AAEFeatures of AAEL1-Influenced English Working with Speakers from Unfamiliar Language BackgroundsSpanish-Influenced EnglishFeatures of Spanish-Influenced EnglishConclusionFurther ReadingOther Resources Transcription ExercisesAPPENDICDES Phonetics Symbols and TermsDistributional, Structural, and Proportional Occurrence Data for American English Sounds, Syllables, and WordsGlossary Answers to Exercises References Index