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Teaching and learning /θ/: A non-confound
1Department of Speech and Hearing Sciences, Indiana University, Bloomington, IN, 47405, USA.
Clinical Linguistics & Phonetics
|January 29, 2011
Summary
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.
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.
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