SpeechPathology.com Phone: 800-242-5183


The Stepping Stones Group Hiring - January 2026

Speech Sounds Affected by VPI

Amy Skinder Meredith, Ph.D,CCC-SLP

April 25, 2005

Question

What speech sounds would be affected by poor velopharyngeal closure and what would they sound like instead?

Answer

The speech sounds affected by poor velopharyngeal closure (otherwise called velopharyngeal inadequacy or VPI), include any sound where there is a need to build up intraoral air pressure. For example, stops such as 'p, b, t, d, k, and g' all require intraoral air pressure to be built up by closing the velopharyngeal (VP) port and obstructing the vocal tract and then releasing of the obstruction (e.g., lips closing then opening for 'p' or 'b'). Similarly, fricatives, such as 's, z, sh, zh, th, f, and v' require the VP port to be closed while air is forced through a constriction in the oral portion of the vocal tract. When a person has VPI, much of the air pressure, and thus acoustic energy will go through the nose instead of the mouth. Thus, the person may sound hypernasal with nasal air emissions, especially on high pressure oral consonants. In addition, vowels may sound nasalized. However, the nasals, 'm, n, and ng' will sound fine, since there supposed to be produced with the VP port open.

Some children with VPI secondary to cleft palate will come up with maladaptive compensatory strategies such as valving the airstream below the level of the VP port, thus avoiding the escape of air through the VP mechanism and nose. These strategies may include producing a pharyngeal fricative or affricate for fricatives and affricates and glottal or pharyngeal stops for all stops. Some children learn that they can get around building up intraoral air pressure for a 'p' and will simply produce one by popping their lips (static 'p') versus building up oral air pressure. For these children it will be very important to teach the correct placement and manner of articulation.

In observing my own son, now 2


Amy Skinder Meredith, Ph.D,CCC-SLP


Related Courses

20Q: Induced Laryngeal Obstruction - An Overview for Speech-Language Pathologists
Presented by Robert Brinton Fujiki, PhD, CCC-SLP
Text

Presenter

Robert Brinton Fujiki, PhD, CCC-SLP
Course: #10761Level: Intermediate1 Hour
  'Provided information I can share with referring physicians'   Read Reviews
The nature of induced laryngeal obstruction, including comorbidities and causes, and the speech-language pathologist’s role in evaluation and treatment of this disorder are described in this course. Current diagnostic and treatment practices and research updates pertaining to the condition are discussed.

Vocal Fold Paralysis
Presented by Lauren Fay, MS, CCC-SLP
Video

Presenter

Lauren Fay, MS, CCC-SLP
Course: #11280Level: Introductory1 Hour
  'Excellent case study highlighting all of the info presented regarding vocal cord paralysis for good clinical application'   Read Reviews
Speech pathologists may encounter patients with vocal fold paralysis in various clinical, hospital, and rehabilitation settings. This course provides an overview of the etiology, evaluation, prognosis, and management options, including voice therapy techniques.

20Q: Dynamics of School-Based Speech and Language Therapy Variables
Presented by Kelly Farquharson, PhD, CCC-SLP, Anne Reed, MS, CCC-SLP
Text

Presenters

Kelly Farquharson, PhD, CCC-SLPAnne Reed, MS, CCC-SLP
Course: #10002Level: Advanced1 Hour
  'This course was excellent because it connected research findings to real-world school practice'   Read Reviews
This course reviews dynamics of speech and language therapy variables such as session frequency, intervention intensity, and dosage, and how these are impacted by different service delivery models. It discusses how therapy outcomes are related to therapy quality, IEP goals, and SLP-level variables such as job satisfaction and caseload size.

Sleuthing for /s/ and /r/: Facilitating Strategies for Residual Sound Errors
Presented by Lynn Berk, MA, CCC-SLP
Video

Presenter

Lynn Berk, MA, CCC-SLP
Course: #9237Level: Introductory2 Hours
  'I enjoyed the learning the strategies presented for tackling /s/ and /r/ and vowel-/r/ as well as exploring technological methods, such as the Spectrogram for treating /r/ sound errors'   Read Reviews
This course will discuss the rationale and strategies for teaching production of /s/ and /r/ for upper elementary school-age children and older. Errors on these two sounds are considered residual when production continues to be inaccurate beyond the developmental age of acquisition.

20Q: A Continuum Approach for Sorting Out Processing Disorders
Presented by Gail J. Richard, PhD, CCC-SLP
Text

Presenter

Gail J. Richard, PhD, CCC-SLP
Course: #10008Level: Intermediate1 Hour
  'The information was well organized and helped explain the diffrences between these terms'   Read Reviews
There is a good deal of confusion among audiologists and speech-language pathologists when a diagnosis of “processing disorder” is introduced. This course presents a continuum model to differentiate processing disorders into acoustic, phonemic, or linguistic aspects so that assessment and treatment can become more focused and effective. The roles of audiologists and SLPs in relation to processing disorders are described, and compensatory strategies for differing aspects of processing are presented.