Articulation Test Center is a full-featured articulation and phonology test for iPad designed for Speech Language Pathologists and other speech professionals to assess the articulation and speech production of children and adults of all ages.For iPad only
Important - If you suspect your child's speech and/or language skills may be delayed it is recommended that you seek professional guidance from a certified speech-language pathologist.
Watch the video tutorial and learn additional tips and tricks when working with Articulation Test Center.
Simply select the test based on the age of the child being tested and only sounds that are age appropriate will be presented for testing in the screener. This speeds up test administration time significantly. Not only are the sounds tested age appropriate but the number of stimulus images are age appropriate as well.
The Full test has additional testing options which allows the test administrator to specifically select which parts of speech they would like to test. The option to record a speech sample is also available with three beautifully illustrated scenes to explore.
“Articulation Test Center is a Speech Language Pathologist’s dream! It is a fully developed articulation assessment instrument that is easy to administer, provides quick and thorough reports, and includes a recording option. I highly recommend it!”
— Jennifer, SLP
Each of the 59 stimulus images in Articulation Test Center were carefully chosen to accurately represent each sound that is tested in the app.
The images are photographs of real world objects on a clean white background that are clear and easy to identify.
Scoring a test in Articulation Test Center is quick, easy and intuitive.
By interacting with sound tiles that spell out the word shown on the top of the stimulus card you can easily score and take the data needed for an accurate assessment.
Sound tiles that are being tested are green and will be scored as correct by default.
Mark an Incorrect Sound Tap a green tile once to mark the sound as incorrect.
Mark an Approximate Sound Tap the green tile twice to mark the sound as an approximation.
Omitting a Sound Swipe a sound tile up and off the screen to mtark as omitted.
To mark substitutions simply drag and drop tiles from the drop down menu onto the scoring tiles at the top.
Phonologcial processes are marked automatically when an applicable sound substitution or omission is made. When a process is marked a notification appears on the right and the round process badge will appear on the sound tile. This feature is on by default and can be turned off in the app settings.
The following processes are marked automatically when auto-marking is turned on:
The following processes are NOT be marked automatically and will continue to require the expertise of the test administrator to mark when a process applies:
To mark phonological processes manually simply drag and drop the round badge from the drop down menu onto the sound tile at the top.
Once a process has been marked, a little round badge will appear on the sound tile that was marked. This will be reflected in the scores.
Tap on any round phonological process badge to see definitions of each process.
To mark distortions simply drag and drop the round badge from the drop down menu onto the sound tile at the top.
Once a distortion has been marked, a little round badge will appear on the sound tile. This will also be reflected in the scores screen.
Tap on any round distortion badge to see the definition of each distortion.
Scroll around and explore 3 beautiful, illustrated scenes while recording a speech sample. These scenes were carefully illustrated to include objects with the key sounds that are tested in Articulation Test Center.
Tap images to enlarge them and enjoy language prompts
to help facilitate conversation.
The data screens in Articulation Test Center break down the test scores in a simple way that is easy to read and understand. Get all the information you need to set goals for treatment plans, monitor progress and prepare for all the important meetings with parents, teachers and school administrators.
The speech sound norms reported are based on normative
data available in the research. Research sources are cited
at the bottom of the listed sound errors.
The age at which phonological processes and distortion are eliminated
are based on normative data available in the research. Research
sources are cited at the bottom of the listed processes
Articulation Test Center was created by certified speech-language pathologists as both an informal assessment and a measure to monitor progress in speech development. It was created to be used as a supplemental assessment in conjunction with standardized tests. The speech sound norms, intelligibility measures and the age at which phonological processes and distortions are eliminated are reported in the results and are based on normative data available in the research. All research considered is cited in the app in the results section and in the generated email.
To see the list of resources cited in the research click here.
Arlt, P.B., & Goodman, M. J. (1976). A comparative study of articulation acquisition as based on a study of 240 normals, aged three to six. Language, speech, and Hearing Services in Schools, 7, 173-180.
Bleile, K.M. (1995). Manual of articulation and phonological disorders. San Diego, CA: Singular Publishing Group, Inc.
Bowen, C. (2011, Nov 9). Elimination of phonological processes in typical development. Retrieved from
Chirlian, N.S., & Sharpley, C.F. (1982). Children’s articulation development: Some regional differences. Australian Journal of Human Communication Disorders, 10, 23-30.
Dodd, B., Holm, A., Hua, Z., & Crosbie S. (2003). Phonological development: A normative study of British English-speaking children. Clinical Linguistics & Phonetics, 17(8), 17-43.
Flipsen, P. (2006). Measuring the intelligibility of conversational speech in children. Clinical Linguistics & Phonetics, 20(4), 303-312.
Fudala, J.B., & Reynolds, W.M. (1986). Arizona articulation proficiency scale (2nd ed.). Los Angeles, CA: Western Psychological Press.
Gordon-Brannan, M. (1994). Assessing intelligibility: Children’s expressive phonologies. Topics in Language Disorders, 14, 17-25.
Gordon-Brannan, M., & Hodson, B.W. (2000). Intelligibility/severity measurements of prekindergarten children’s speech. American Journal of Speech Language Pathology, 9, 141-150.
Hedge, M.N. (2001). Pocket guide to assessment in speech-language pathology (2nd ed.). San Diego, CA: Singular Publishing Group, Inc.
Ingram, T.T.S., Anthony, N., Bogle D., & McIsaac, M.W. (1971). The Edinburgh Articulation Test. Edinburgh: Churchill Livingstone.
Irwin, J.W., & Wong, S.P. (Eds.). (1983). Phonological development in children 18 to 72 months. Carbondale, IL: Southern Illinois University Press.
James, D., van Doom, J., & McLeod, S. (2001). Vowel production in mono-, di-and poly-syllabic words in children 3;0 to 7;11 years. In L. Wilson & S. Hewat (Eds.). Proceedings of the Speech Pathology Australia Conference. (pp. 127-136). Melbourne: Speech Pathology Australia.
Kilminster, M.G.E., & Laird, E.M. (1978). Articulation development in children aged three to nine years. Australian Journal of Human Communication Disorders, 6(1), 23-30.
Linguisystems (2009). Phonological pattern suppression by age. Retrieved from:
Lowe, R.J. (2000). ALPHA (Assessment Link Between Phonology and Articulation Phonology) Revised Test of Phonology. Mifflinville, PA: ALPHA Speech & Language Resources. Retrieved from http://speech-language-therapy.com/index.php?option=com_content&view=article&id=46:speechax&catid=9:resources&Itemid=117.
McLeod, S., & Bleile, K. (2003). Neurological and developmental foundations of speech acquisition. American speech-language-hearing association convention. Chicago. Retrived from http://www.speech-language-therapy.com/pdf/docs/ASHA03McLeodBleile.pdf
Otomo, K., & Stoel-Gammon, C. (1992). The acquisition of unrounded vowels in English. Journal of Speech and Hearing Research, 35, 604-616.
Peña-Brooks, A., & Hedge, M.N. (2000). Assessment and treatment of articulation and phonological disorders in children: A dual-level text. Austin, TX: Pro-Ed, Inc.
Pena-Brooks, A., & Hedge, M.N. (2007). Assessment and treatment of articulation and phonological disorders in children (2nd ed.). Austin, TX: PRO-ED.
Pollock, K.E. (2002). Identification of vowel errors: Methodological issues and preliminary data from the Memphis Vowel Project. In M. J. Ball & F. E. Gibbon (Eds.), Vowel disorders (pp. 83-113). Boston: Butterworth Heinemann.
Poole, I. (1934). Genetic development of articulation of consonants sounds in speech. Elementary English Review, 11, 159–161.
Prather, E.M., Hedrick, D.L., & Kern, C.A. (1975). Articulation development in children aged two to four years. Journal of Speech and Hearing Disorders, 40, 179-191.
Sander, E.K. (1972). When are speech sounds learned? Journal of speech and hearing disorders, 37, 55-63
Selby, J.C., Robb, M.P., & Gilbert, H.R. (2000). Normal vowel articulations between 15 and 36 months of age. Clinical Linguistics and Phonetics, 14, 255-266.
Smit, A., Hand, L., Freilinger, J., Bernthal, J. and Bird, A. (1990). The Iowa articulation
norms project and its Nebraska replication. Journal of Speech and Hearing Disorders, 55, 779–798.
Templin, M. (1957) Certain language skills in children: their development and interrelationships. Institute of Child Welfare Monographs, Vol. 26 (Minneapolis, MN: University of Minnesota Press.)
Vihman, M. (1988). Early phonological development. In J. Bernthal & N. Bankson (Eds). Articulation and phonological disorders (2nd ed). Baltimore, MD: Williams & Wilkins.
Waring, R., Fisher, J., & Atkin, N. (2001). The articulation survey: Putting numbers to it. In L. Wilson and S. Hewat. (Eds.), Proceedings of the 2001 Speech Pathology Australia national conference: Evidence and innovation (pp. 145-151). Melbourne: Speech Pathology Australia.
Watson, M.M., & Scukanec, G.P. (1997). Profiling the phonological abilities of 2-year olds: A longitudinal investigation. Child Language Teaching and Therapy, 13, 3-14.
Weiss (1982). Weiss intelligibility test. Tigard, OR: CC Publications.
Wellman, B., Case, I., Mengert, I., & Bradbury, D. (1931). Speech sounds of young children. University of Iowa study, Child Welfare, 5(2).
Articulation Test Center allows you to add your own norms and research that the test scores are based on. There is no limit to how many norm sets may be added. Watch this quick tutorial video on how to add norms and apply them to test scores in Articulation Test Center.
Articulation Test Center is a FREE download – and you get 5 free tests! Use these tests however you like. Testing options include the Screener, any of the Full Test options or a Speech Sample. All of the scores and reporting will be available too. Every feature of the app will be available to you with the 5 free tests. Once the 5 free tests have been used you can purchase additional tests or upgrade to Pro and get unlimited testing.
“I have one word for you- ahMAZing! I love the depth and flexibility Articulation Test Center offers in assessment. I also like the fact that you can go back and edit or score the test at a later time. The report is also an easy read for non professionals. I can't think of anything you guys haven't already thought of!” –Jennifer, SLP
"Test Center is just as dynamic as its predecessor with some features that will make my life as an SLP a bit easier. I am thrilled to have this app on my iPad and foresee much use of it at my school placement and in my private practice!" –Nanette, SLP
“This app is well worth consideration, especially if you happen to be an SLP who is fortunate enough to have a spending amount for materials. Articulation Test Center is the ‘bee's knees’ when it comes to articulation assessment apps!” –Rachel, SLP
“As a school based SLP, I find Articulation Test Center Pro to be an invaluable tool. It demonstrates both depth and flexibility in assessment options, yet it has a simple set up and ease of use. Over all I give this app an A+!”