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)

The article discusses principles of speech/language intervention that impose organization within naturalistic interactions. The general structure of the intervention process is presented including strategies to control for activity and response complexity, techniques for facilitating a communicative response, and methods for providing natural…

A discourse-based, contextual intervention approach for increasing children's word finding proficiency was evaluated. Subjects were three 9-year-olds with language-learning disabilities. Intervention involved picture-elicited narratives, story-retelling, and conversation on family topics. All three subjects exhibited a decrease in the average…

Two four-year-old phonologically delayed children were treated using two intervention approaches for a six-week period. Although similar phonological improvements were seen in both children, the child in the whole language treatment showed greater improvements in expressive language performance. (Author/DB)

This article for speech language pathologists discusses theories of language learning and use that are consistent with whole language, including lexical contrast, connectionism, schemata, event representations, and parsing. Direct application is made to intervention, and examples of interactions between speech language pathologists and children…

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…

This study compared reading gains of low-socioeconomic status, at-risk kindergarten students within two curricula collaboratively written by classroom teachers and speech-language pathologists. Compared to the alphabet-based curriculum, the whole-language curriculum showed greater gains in the use of print to represent meaning and similar gains in…

The paper discusses properties of whole language theories applied to spelling development and examines interrelated processes between spelling and speech sound production. Speech-language pathologists are encouraged to serve as resources to teachers in spelling instruction and to utilize whole language strategies that relate speech production to…