Morphological inflections of children with normal and impaired articulation

Twenty articulation-impaired Kindergarten children and 20 peers with normal articulation were compared on their use of morphological rules with the nonsense material of the Berry-Talbott Test. The results indicated that there were no significant differences between the two groups, although about one quarter of the articulation-impaired subjects did not perform as well as the normal articulation subjects on the overall task.