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dc.contributor.author Forrest, Karen en
dc.contributor.author Elbert, Mary en
dc.contributor.author Dinnsen, Daniel A. en
dc.date.accessioned 2015-06-23T19:36:31Z en
dc.date.available 2015-06-23T19:36:31Z en
dc.date.issued 1997 en
dc.identifier.citation Forrest, K., Dinnsen, D. A., & Elbert M. (1997). Impact of substitution patterns on phonological learning by misarticulating children. Clinical Linguistics & Phonetics, 11(1), 63-76. en
dc.identifier.uri http://hdl.handle.net/2022/20209
dc.description.abstract Learning and generalization of treated sounds to different word positions is a desired outcome of intervention in the phonologically disordered child's system. Unfortunately, children do not always learn the sounds that is treated; nor do they always demonstrate across-word generalization. One possible explanation for differences in treatment outcome may relate to the pretreatment substitution patterns used by different disordered children. This post-hos analysis of treatment data examines the effects of sound learning and generalization of consistent versus inconsistent substitutes. With a consistent substitute across-word position (CS), the same phone was used in initial, medial and final position for a phoneme that was not in the child's inventory. An inconsistent substitute was evidenced by a different phone for a target sound in each position of a world (InAP), or even within word position (InWP) for an error sound. Fourteen children with severe phonological disorders were treated on an obstruent in initial or final word position. Seven of these children had a consistent substitute for the treated obstruent, two children had variable substitutes across word position, and five children had variable substitutes within and across word position. The analysis revealed a tight relationship between pretreatment substitution patterns and learning. The seven children with a consistent substitute for an error sound learned the sound targeted in treatment and generalized this knowledge to other word positions. Children who had variable substitutes across word position learned the treated sound, but only in the treated word position. Four of the five children in the InWP group did not learn to produce the sound targeted in treatment in any word position. These results suggest the pretreatment substitution patterns may be a predictor of learning and generalization in phonologically disordered children. en
dc.description.sponsorship National Institutes of Health DC00433, RR7031K, DC00076, DC001694 (PI: Gierut) en
dc.language.iso en_US en
dc.publisher Taylor & Francis Health Sciences en
dc.relation.isversionof https://doi.org/10.1080/02699209708985183 en
dc.rights © 1997 Taylor & Francis Ltd. en
dc.subject phonology en
dc.subject child phonology en
dc.subject clinical phonology en
dc.subject phonological disorders in children en
dc.subject phonological treatment en
dc.subject Learnability Project en
dc.subject language acquisition en
dc.title Impact of substitution patterns on phonological learning by misarticulating children en
dc.type Article en
dc.description.version This is an Accepted Manuscript of an article published by Taylor & Francis in Clinical Linguistics & Phonetics on January 1997, available online: http://wwww.tandfonline.com/10.1080/02699209708985183. en


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