Question 75

The student is most likely to experience difficulty with moving the tongue and facial muscles.

This student’s speech disorder, characterized by a lisp and stuttering, indicates challenges with the physical aspects of speech production, which includes the movement of the tongue and facial muscles.

A) Difficulty with active listening during a conversation with an adult

While active listening can be affected by communication challenges, it is not directly related to the physical articulation issues this student faces. The student's ability to listen actively is not inherently impaired by their speech disorder.

B) Difficulty understanding facial cues and gestures during a conversation

Understanding facial cues and gestures is more related to social communication skills rather than the physical ability to articulate sounds. This student’s speech disorder does not imply a deficiency in interpreting non-verbal communication.

C) Difficulty completing a comprehension task after silent reading

Comprehension skills are primarily linked to cognitive processing rather than speech articulation. The student’s ability to understand written material is not directly impacted by their speech disorder, making this option incorrect.

D) Difficulty with moving the tongue and facial muscles

This option accurately reflects the physical difficulties associated with the student's speech disorder. Articulating sounds clearly requires coordinated muscle movements, and the presence of a lisp and stuttering suggests that the student may struggle with these movements.

Conclusion

The correct answer, difficulty with moving the tongue and facial muscles, directly correlates with the symptoms of the student’s speech disorder. Other options pertain to listening, understanding non-verbal cues, and reading comprehension, which do not directly address the physical articulation issues that are primary in this context. Thus, option D is the most relevant to the student’s experiences.