ACQ Vol 13 No1 2011

several months is difficult to justify on ethical grounds. A more ethical form of experimental control would have been to select of a phonological error pattern for each child but withhold this error pattern from intervention. Despite these shortcomings, this study underscores the need for clinicians to consider interactions between the domains of phonology and morphology when selecting intervention targets. References Dodd, B., Hua, Z., Crosbie, S., Holm, A., & Ozanne, A. (2002). Diagnostic evaluation of articulation and phonology . London: The Psychological Corporation. Dawson, J., Stout, C., Eyer, J., Tattersall, M., Fonkalsrud, M., & Croley, M. (2005). Structured photographic expressive language test – preschool 2 . DeKaIb, IL: Janelle Publications. Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (Third Ed.). Circle Pines, MN: American Guidance Service. Gillon, G. T., & McNeill, B. (2007). An integrated phonological awareness programme for preschool children with speech disorder . Christchurch: University of Canterbury, NZ. www.education.canterbury.ac.nz/people/gillon/ integrated_phonological_awareness.shtml Gillon, G. T., & Tyler, A. (2007, November). Phonological awareness treatment effects for preschool children with speech-language impairment . Paper presented at the Annual Convention for the American Speech-Language and Hearing Association (ASHA), Boston, MA, USA. Goldman, R., & Fristoe, M. (1986). Goldman-Fristoe test of articulation . Circle Pines, MN: American Guidance Service. Haskill, A., Tyler, A., & Tolbert, L. (2001). Months of morphemes: A theme-based cycles approach . Eau Claire, WI: Thinking Publications. Hodson, B. W. (2007). Evaluating and enhancing children’s phonological systems . Greenville, SC: Thinking Publications. Kent, R. D., (1982). Contextual facilitation of correct sound production. Language Speech and Hearing Services in Schools , 13 (2), 66–76. Locke, J. L. (1983). Phonological acquisition and change . New York: Academic Press. McLeod, S., van Doorn, J., & Reed, V. A. (1997). Realizations of consonant clusters by children with phonological impairment. Clinical Linguistics & Phonetics , 11(2), 85–113. Paul, R., & Shriberg, L. D. (1982). Associations between phonology and syntax in speech delayed children. Journal of Speech and Hearing Research , 25 , 536–547.

Smit, A. B. (1993). Phonologic error distributions in the Iowa-Nebraska Articulation Norms Project: Word-initial consonant clusters. Journal of Speech and Hearing Research , 36 , 931–947. Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology , 86 (2), 221–234. Tyler, A., Lewis, K., Haskill, A., & Tolbert, L. (2003). Outcomes of different speech and language goal attack strategies. Journal of Speech, Language and Hearing Research , 25 , 215–234.

Appendix. Consonant cluster probe Target onset Non-target

Non-target

clusters

onset clusters

coda clusters

spot

brush frog train crab block

lips

spoon

boots paint lamp nest desk beans wings

spin star

stir

slow sleep

flag

fly

cloud

smoke snail snow

Cecilia Kirk , PhD, is an assistant professor in communication disorders and sciences at the University of Oregon, USA. Her research interests include intervention for preschoolers with speech sound disorders and intervention for older children with literacy difficulties. Professor Gail Gillon is Pro Vice chancellor of the College of Education at the University of Canterbury, New Zealand. Her research interests relate to understanding the relationship between spoken and written language disorders and the prevention of reading difficulties for young children at risk. Megan Hide , MSLT, is a speech-language pathologist with a background in both health and education settings. Her research interests focus on young children with speech sound disorders.

Correspondence to: Dr Cecilia Kirk Department of Special Education and Clinical Sciences

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ACQ Volume 13, Number 1 2011

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