Teaching and learning /θ/: A non-confound
Taylor & Francis Health Sciences
The purpose of this study was to replicate and extend the findings on the effectiveness of homonymous versus non-homonymous treatment approaches for children with phonological disorders, following Gierut (1991b). The present study was motivated by a potential confound noted in the previous report; namely, the specific sounds /θ, ð/ treated in the presumably less effective homonymous condition may have inhibited degree of phonological change. It was thus necessary to teach these more difficult, late-acquired interdental fricatives in the more effective non-homonymous treatment condition using identical methods and procedures. Results indicated that a non-homonymous teaching approach again motivated greater phonological change than a homonymous approach, regardless of sounds that were taught. These findings have implications for the independence of linguistic structures of treatment in inducing sound change, and bear upon assumptions about ease of sound learning based on normative developmental sequences.
phonology, child phonology, clinical phonology, phonological disorders in children, phonological treatment, Learnability Project, language acquisition
Gierut, J. A., & Neumann, H. J. (1992). Teaching and learning /θ/: A non-confound. Clinical Linguistics & Phonetics, 6(3), 191-200. PMID: 21269158
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