PURPOSE To extend formal models of language learnability to applications in clinical treatment of children with functional phonological delays. METHOD The focus of the narrative review is on phonological complexity. This follows from learnability theory, whereby complexity in the linguistic input to children has been shown to trigger language learning. Drawing from the literature, phonologica...

PURPOSE To verify the effectiveness of a phonological remediation program in students with learning difficulties. METHODS Forty students from 2nd to 4th grades, from both genders, ranging from eight years and one month to 12 years old, were divided into two groups: Group 1 (G1), composed by 20 students with learning disabilities; and Group 2 (G2), composed by 20 students without learning disa...

The goal of this study was to explore the development of spoken phonological awareness for deaf and hard-of-hearing children (DHH) with functional hearing (i.e., the ability to access spoken language through hearing). Teachers explicitly taught five preschoolers the phonological awareness skills of syllable segmentation, initial phoneme isolation, and rhyme discrimination in the context of a mu...

This chapter presents theoretical arguments and empirical evidence to support the idea that the phonological deficit in dyslexia in a language with a transparent orthography such as Spanish is at the phoneme level in the phonological awareness continuum, suggesting that a phonemic deficit is curtailing the development of phonological decoding. Results of two studies are presented to demonstrate...

This paper reports a study of the possible impact of pre-school phonological training on first and second graders’ reading and writing abilities. Two public schools in the Stockholm metropolitan area were selected. The children were divided in two groups, depending on whether or not they had participated in a phonological training program in their last pre-school year. The children’s linguistic...

Phonological awareness is an important precursor in learning to read. This awareness of phonemes fosters a child’s ability to hear and blend sounds, encode and decode words, and to spell phonetically. This quantitative study assessed pre-K children’s existing Euro-American nursery rhyme knowledge and phonological awareness literacy, provided phonological awareness training with an experimental ...

UNLABELLED Auditory processing and phonemic discrimination are essential for communication. TYPE OF STUDY Retrospective. AIM To evaluate auditory processing and phonemic discrimination in children with normal and disordered phonological development. MATERIAL AND METHODS An evaluation of 46 children was carried out: 22 had phonological disorders and 24 had normally developing speech. Dioti...

An overview of the basic ideas of articulatory phonology is presented, along with selected examples of phonological patterning for which the approach seems to provide a particularly insightful account. In articulatory phonology, the basic units of phonological contrast are gestures, which are also abstract characterizations of articulatory events, each with an intrinsic time or duration. Uttera...

PURPOSE This study investigated the phonological awareness and early literacy development of 12 children who presented at 3 years of age with moderate or severe speech impairment. The children's response to early intervention that included specific activities to facilitate phoneme awareness and letter knowledge, in addition to improving speech intelligibility, was examined. METHOD Using a 3-y...

BACKGROUND Three years before the present study, 19 preschool children participated in a phonological and metaphonological intervention programme. The phonological intervention programme was based on non-linear phonological analyses. The metaphonological intervention programme included both rhyming and alliteration tasks and was directly targeted during the last section of the programme. All ch...