The purpose of this study was to obtain information on six children's misarticulation of
consonant clusters in order to illustrate how certain factors influence generalization learning …

It has been suggested that a child's productive phonological knowledge may be one factor
that potentially accounts for individual differences in generalization learning observed …

This study examined the relationship between productive phonological knowledge and
generalization learning patterns in phonologically disordered children. Nine functionally …

This descriptive study examined the number of minimal-word-pair exemplars necessary for
19 phonologically impaired children to meet a generalization criterion. For 59% of the test …

This paper describes a matrix for clinical use in the selection of phonological treatment
targets to induce generalization, and in the identification of probe sounds to monitor during …

Acquisition of correct/s/over time was studied in five misarticulating children and compared
to data reported for younger children during normal phonological development. Changes in …

Acquisition research, whether from normal or disordered development, has shown there is
not a true order of acquisition of specific initial consonant clusters in English. Children differ …

Three pairs of matched subjects, ages 4: 4 to 6: 3 (yrs: mos), who consistently misarticulated
word-initial consonant clusters were taught to produce either earlier-developing (stop+ …

Two phonological process-based treatment procedures were applied in an ongoing clinical
program. Subjects were 4 children aged 3: 1, 3: 8, 4: 1, and 5: 1. Two subjects were …

A holistic view of phonological development can be attained only through exploration of the
relationship between universal developmental sequences, to establish a general pattern of …