Comparing the Effects of Articulation and Syntax Programs on Syntax and Articulation Improvement This study investigated the influence of interventive programs for syntax and articulation on the articulatory and syntactic skills of public school children with multiple-linguistic problems. One group received a program of syntax exclusively, a second received a program of articulation exclusively, and a third received no intervention. Pre- and posttesting ... Research Article
Research Article  |   January 01, 1978
Comparing the Effects of Articulation and Syntax Programs on Syntax and Articulation Improvement
 
Author Notes
  • Nancy Matheny is a speech-language clinician at Midwestern Intermediate Unit Number 4, Grove City, Pennsylvania. John M. Panagos is an associate professor in the Speech Pathology and Audiology Department, Kent State University, Kent, Ohio 44242. Requests for reprints may be sent to him there.
    Nancy Matheny is a speech-language clinician at Midwestern Intermediate Unit Number 4, Grove City, Pennsylvania. John M. Panagos is an associate professor in the Speech Pathology and Audiology Department, Kent State University, Kent, Ohio 44242. Requests for reprints may be sent to him there.×
Article Information
Research Articles
Research Article   |   January 01, 1978
Comparing the Effects of Articulation and Syntax Programs on Syntax and Articulation Improvement
Language, Speech, and Hearing Services in Schools, January 1978, Vol. 9, 57-61. doi:10.1044/0161-1461.0901.57
History: Received September 13, 1976 , Accepted July 5, 1977
 
Language, Speech, and Hearing Services in Schools, January 1978, Vol. 9, 57-61. doi:10.1044/0161-1461.0901.57
History: Received September 13, 1976; Accepted July 5, 1977

This study investigated the influence of interventive programs for syntax and articulation on the articulatory and syntactic skills of public school children with multiple-linguistic problems. One group received a program of syntax exclusively, a second received a program of articulation exclusively, and a third received no intervention. Pre- and posttesting revealed that the two experimental groups made significant gains in both syntax and articulatory skills, while the control subjects made no significant gains.

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