The effect of target-selection strategy on phonological learning.
In this study, 48 children with moderate or severe delays in phonological ability received treatment for four phonemes, selected in accordance with either traditional or nontraditional target-selection criteria. Children who received treatment for phonemes that are early developing and associated wi...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 44; no. 3; pp. 610 - 624 |
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| Autores principales: | , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
June 2001
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507779382&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507779382 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: June 2001 vid: 44 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 507779382 10.1044/1092-4388(2001/050) ppf: 610 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.3MB tig: atl: The effect of target-selection strategy on phonological learning. aug: au: Rvachew, Susan Nowak, Michele su: English phonology Sound Speech Speech therapy Language acquisition Articulation disorders Therapeutics sug: subj: English phonology Sound Speech Speech therapy Language acquisition Articulation disorders Therapeutics ab: In this study, 48 children with moderate or severe delays in phonological ability received treatment for four phonemes, selected in accordance with either traditional or nontraditional target-selection criteria. Children who received treatment for phonemes that are early developing and associated with greater productive phonological knowledge showed greater progress toward acquisition of the target sounds than did children who received treatment for late-developing phonemes that were associated with little or no productive phonological knowledge. Between-group differences in generalization learning were not observed. Child enjoyment of therapy did not differ between groups, but parental satisfaction with treatment progress was greater for children in the traditional group than for children in the nontraditional group. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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