The efficacy of teaching sounds in developmental sequence as defined by age norms was evaluated in two independent investigations. Study I was a within-subject evaluation using an alternating treatments design, with three children each receiving treatment on one early-acquired and one later-acquired phoneme relative to chronological age. Study II was an across-subject evaluation involving six children in a staggered multiple baseline paradigm, whereby three subjects were each taught one early-acquired sound and three other subjects were taught one later-acquired sound relative to chronological age. Phonological change was measured on probes of sounds excluded from each child's phonemic inventory. General results indicated that: (a) quantitatively, change in treated phonemes and manner classes was equivocal following treatment of early-acquired and later-acquired phonemes; (b) qualitatively, the onset of change was immediate following treatment of later-acquired phonemes, but del.
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Journal of speech and hearing research
This paper reports the results of a study of the persistence of individual differences in the phonological development of 10 normally developing children observed at age 1 year and again at age 3 years. Data were based on 1/2-hr audio and video recordings of weekly spontaneous mother-child interaction sessions in the home between 9 and 17 months and at 36 months. In addition, phonological and cognitive probes were administered at age 3. At age 1 the children were compared at four times selected on the basis of the number of different word types used in a session. Preferences for particular phonological categories (fricatives, liquids, final consonants) were found not to correspond to relative mastery of those categories at age 3. Based on both babble and words, high use of vocalizations containing true consonants was found to be predictive of greater phonological advance at age 3. Phonological errors of two kinds were distinguished for age 3: those resulting from difficulty with spe.
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