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Teaching and learning /θ/: A non-confound.

J A Gierut1, H J Neumann

  • 1Department of Speech and Hearing Sciences, Indiana University, Bloomington, IN, 47405, USA.

Clinical Linguistics & Phonetics
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PubMed
Summary
This summary is machine-generated.

A non-homonymous treatment approach for children with phonological disorders led to greater sound changes than a homonymous approach. This finding was consistent regardless of the specific speech sounds targeted in therapy.

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Area of Science:

  • Speech-Language Pathology
  • Linguistics
  • Childhood Communication Disorders

Background:

  • Phonological disorders affect speech sound production in children.
  • Previous research explored homonymous versus non-homonymous treatment approaches.
  • A potential confound involving specific sounds (/θ, ð/) in prior studies needed investigation.

Purpose of the Study:

  • To replicate and extend findings on homonymous vs. non-homonymous treatment effectiveness.
  • To investigate the impact of specific sounds (/θ, ð/) on treatment outcomes.
  • To confirm the efficacy of non-homonymous approaches for phonological change.

Main Methods:

  • Replication of Gierut (1991b) study procedures.
  • Utilizing identical methods and procedures for both treatment conditions.
  • Teaching difficult, late-acquired interdental fricatives (/θ, ð/) within the non-homonymous condition.

Main Results:

  • Non-homonymous treatment motivated significantly greater phonological change compared to homonymous treatment.
  • Treatment effectiveness was independent of the specific phonological sounds targeted.
  • The results confirmed the superiority of the non-homonymous approach.

Conclusions:

  • Linguistic structures of treatment independently influence sound change in phonological therapy.
  • Assumptions about sound learning ease based on developmental sequences may need reevaluation.
  • Non-homonymous treatment is a more effective strategy for children with phonological disorders.