Articulation Instruction Based on Distinctive Features Theory An analysis of a child’s articulation performance from a distinctive features point of view shows that several error phonemes can be accounted for by only one feature error. More efficient instruction can be obtained by choosing a distinctive feature, as opposed to a single phoneme, as the remediation target. Measurement ... Research Article
Research Article  |   April 01, 1975
Articulation Instruction Based on Distinctive Features Theory
 
Author Notes
  • Janis Costello is an assistant professor of speech pathology at the Speech and Hearing Center, University of California, Santa Barbara, California 93106. Requests for reprints may be directed to her there.
    Janis Costello is an assistant professor of speech pathology at the Speech and Hearing Center, University of California, Santa Barbara, California 93106. Requests for reprints may be directed to her there.×
Article Information
Research Articles
Research Article   |   April 01, 1975
Articulation Instruction Based on Distinctive Features Theory
Language, Speech, and Hearing Services in Schools, April 1975, Vol. 6, 61-71. doi:10.1044/0161-1461.0602.61
History: Received March 19, 1974 , Accepted July 1, 1974
 
Language, Speech, and Hearing Services in Schools, April 1975, Vol. 6, 61-71. doi:10.1044/0161-1461.0602.61
History: Received March 19, 1974; Accepted July 1, 1974

An analysis of a child’s articulation performance from a distinctive features point of view shows that several error phonemes can be accounted for by only one feature error. More efficient instruction can be obtained by choosing a distinctive feature, as opposed to a single phoneme, as the remediation target. Measurement steps for the selection of target phonemes for treatment from a distinctive feature viewpoint are recommended.

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