Three studies of phonological knowledge and generalization were conducted with six functionally misarticulating children, aged 3-4. Results indicated that productive phonological knowledge of the sound system influenced the amount of generalization learning. The extent of generalization learning was associated with the point on the knowledge…

Two studies, one within subjects and the other across subjects, evaluated the efficacy of teaching sounds in developmental sequence to nine young children (ages three to five). Treatment of later-acquired phonemes led to systemwide changes in untreated sound classes, whereas treatment of early-acquired phonemes did not. Findings suggest…

This study evaluated whether variations in the structure of minimal versus maximal opposition treatments would result in empirical differences in phonological learning with three four-year-old boys who excluded at least six sounds from their phonetic and phonemic inventories. Results indicated that treatment of maximal oppositions led to greater…