Synergistic Development of Phonetic Skill Fey (1985; reprinted 1992, this issue) described children’s disordered speech sound production using a combination of phonological and traditional articulatory constructs that are not specifically related to levels of language organization higher than the morpheme or word form. This theoretical viewpoint coincides with current testing and treatment procedures that focus ... Clinical Forum
EDITOR'S AWARD
Clinical Forum  |   July 01, 1992
Synergistic Development of Phonetic Skill
 
Author Affiliations & Notes
  • Paul R. Hoffman, PhD
    Louisiana State University, Baton Rouge
  • Contact author: Paul R. Hoffman, PhD, Department of Communication Disorders, Louisiana State University, Baton Rouge, LA 70803–2606.
    Contact author: Paul R. Hoffman, PhD, Department of Communication Disorders, Louisiana State University, Baton Rouge, LA 70803–2606.×
Article Information
Speech, Voice & Prosodic Disorders / Speech, Voice & Prosody / Clinical Forum: Phonological Assessment and Treatment
Clinical Forum   |   July 01, 1992
Synergistic Development of Phonetic Skill
Language, Speech, and Hearing Services in Schools, July 1992, Vol. 23, 254-260. doi:10.1044/0161-1461.2303.254
History: Received May 30, 1991 , Accepted December 12, 1991
 
Language, Speech, and Hearing Services in Schools, July 1992, Vol. 23, 254-260. doi:10.1044/0161-1461.2303.254
History: Received May 30, 1991; Accepted December 12, 1991

Fey (1985; reprinted 1992, this issue) described children’s disordered speech sound production using a combination of phonological and traditional articulatory constructs that are not specifically related to levels of language organization higher than the morpheme or word form. This theoretical viewpoint coincides with current testing and treatment procedures that focus on production, perception, and categorization of word pairs that have been selected by the clinician because of their phonological properties. This article will argue that such an approach is not necessarily the most efficacious for preschool children with phonological delay who also exhibit delayed semantic-syntactic development. A model of verbal communication that unites phonetic, phonological, and higher organizational levels will be described. Treatment strategies related to this model will be exemplified.

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