Twenty-two six-year-olds who misarticulated word-initial [r] as [w] were compared with 13 age-matched normally articulating children on ability to identify and discriminate seven synthetic stimuli representing an acoustic continuum between [we] and [re]. Results indicate that a majority of the misarticulating children have failed to phonemically…

Twelve first- and second-grade children who consistently misarticulated consonant "r" and five children who correctly articulated "r" were recorded while repeating sentences differing only in a single "r'-"w" consonant. Among results: children whose "r" phones were "w"-like were most likely to misperceive their productions of "r." (Author)

Twelve primary grade children who inconsistently misarticulated "r" participated in training programs for specific allophones of "r." Training steps included production of syllables, nouns, noun phrases, and simple sentences. Generalizing to untrained allophones occurred for all children. (Author)

This article describes a functional approach to language intervention that uses storybook reading contexts with preschool children who exhibit delayed phonological development. Oral scaffolding techniques, including discussions of narrative structure and content words, provide the modeling and metalinguistic descriptions typically used in…

This response to EC 604 058 argues that Marc Fey's emphasis on language organization at the morpheme and word level is not efficacious with preschool children who show phonological delay and delayed semantic-syntactic development. A model of verbal communication which unites phonetic, phonological, and higher organizational levels and related…