Abstract
The stimulus items from five commonly used assessment tools were examined to determine the number of occurrences of each English vowel and diphthong in a variety of contexts. Results indicated that the overall number of occurrences varied greatly from vowel to vowel and from test to test. In addition, the distribution of vowels across contexts was not balanced in any of the tests examined. The suitability of such stimuli for analyzing vowel errors is discussed in light of these results. Suggestions are provided for supplementing tests with additional stimulus words in order to obtain an adequate sample for vowel analysis. The suggested procedures are illustrated with data from one phonologically disordered client exhibiting vowel errors.
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