ACQ Vol 13 No1 2011

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ACQ Volume 13, Number 1 2011 25
Appendix. Consonant cluster probe
Target onset Non-target Non-target
clusters onset clusters coda clusters
spot brush lips
spoon frog boots
spin train paint
star crab lamp
stir block nest
slow flag desk
sleep fly beans
cloud wings
smoke
snail
snow
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.
integrated_phonological_awareness.shtml
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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
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11(2), 85–113.
Paul, R., & Shriberg, L. D. (1982). Associations between
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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
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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
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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
College of Education
University of Oregon
Oregon, USA
email:
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