Abstract
ABSTRACTGierut (1986) presents a case in which a phonological intervention program is used to effect a phonemic split in a child with a highly restricted phonological system. A reanalysis of her data in this article suggests that the intervention program did not induce a phonemic split because the sounds in question were represented distinctively in the child's system prior to intervention. Three alternatives to Gierut's analysis are presented and discussed. It is argued that both relational and independent analyses of children's phonologies that include reference to perceptual skills and knowledge are necessary to reveal the structures and processes involved in phonological development.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.