The effects of word frequency, phonetic environment, and phoneme position on the production of /s/ in words by 50 phonologically impaired children were examined. Results indicated that: word frequency of occurrence did not significantly affect the rate of misarticulation; phonetic environments were significantly related to articulation errors; and… (More)
Three profoundly hearing-impaired children were trained to articulate stop consonants /b,p,d,t,g,k/ in words. As training progressed, generalization of correct production across positional and phonemic boundaries was assessed. Results indicate that hearing-impaired children can use distinctive feature similarities to improve their articulation.
Six severely hearing-impaired children who were initially unable to set voiced-voiceless boundaries at voice onset times between 20 and 40 msec in the discrimination of speech were trained to do so by means of a structured auditory training program. An additional tactile cue, gradually withdrawn over four training steps, was used to signal presence of… (More)