Results of in-depth, oral mechanism examinations revealed no significant differences between 34 normally articulating and 24 articulation-impaired students on any of the measures made. (Author/CL)

The author considers problems in the conceptualization of children's speech sound disorders and terminology changes related to use of "articulation" and "phonology." He suggests that clinical phonology must use scientific methods to explain phonological disorders. (CL)

While all six misarticulating children evidenced generalization, individual differences in learning patterns did emerge. These patterns were explained in terms of three factors: information about the children's unique knowledge about the phonologic system, the linguistic relationships among sounds, and the interaction of these factors with the…

Thirty elementary school children with /s/ or /r/ misarticulations were administered an articulation test for their target phoneme in three conditions. It was assumed that a noise selected to overlap with the frequency range of the target phoneme would be most disruptive to articulation in the final stages of phoneme mastery. (Author)

Analysis of phonological patterns of 14 children (3 to 5 years old) with severe articulation disorders revealed that eight Ss demonstrated a sound preference process. Similarities in sound preferences included occurrence in the word-initial position. (CL)

The study examined the possibility that children who omit word-final stops as a clinical entity may preserve the voicing contrast of those omitted stops by differential durations of the preceding vowel. (Author)

Systematic sound preference, a common phonological process seen in young children with unintelligible speech, was reported for 8 of 14 three- to five-year-old children whose speech was analyzed using the Phonological Process Analysis. (Author/DB)

Ten 5-year-old children with adequate articulation skills and ten children (also 5 years old) with inadequate articulation skills were administered the Templin/Darley Test of Articulation and the Test of Rhythm and Intonation Patterns (TRIP) to compare the ability of the two groups to imitate suprasegmental patterns. (Author/PHR)

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…

A self-monitoring activity in the clinical setting led to generalization of correct speech sound to spontaneous speech outside the treatment setting for 13 misarticulating elementary students. (CL)

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)

The study reported differences in agreement among four experienced listeners who analyzed the articulation skills of 97 four- and five-year-old children. Place and manner of articulation revealed differences of agreement, whereas voicing and syllabic function contributed little to agreement or disagreement. (Author)

To determine the relationships among frontal lisping, protrusive lingual force, and lingual diadochokinetic rates, 45 Ss (ages 7 to 12) were grouped according to severity of lisping. (Author/PHR)

The study was conducted to obtain information on test-retest differences in Articulation Indices (AI) when a clinical threshold-based method is used to calculate AI. Standard deviations were greatest when the AI was near 50 percent and were also dependent on the relationship of the hearing thresholds and speech spectrum. (Author/DB)

Eight dyads of misarticulating school children (mean age = 7:9 years) enrolled in clinical programs were videotaped while they role-played remedial articulation lessons. Hierarchical relationships among the selected levels of analysis suggested the use of a cohesive register appropriate for clinical teaching. Children's sociolinguistic…