Whole-Word Phonology and Templates Trap, Bootstrap, or Some of Each? Clinical Forum
Clinical Forum  |   January 01, 2002
Whole-Word Phonology and Templates
 
Author Affiliations & Notes
  • Shelley L. Velleman
    Department of Communication Disorders, Arnold House, University of Massachusetts, Amherst, MA 01003-0410
  • Marilyn M. Vihman
    University of Wales at Bangor
Article Information
Development / Special Populations / Genetic & Congenital Disorders / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Clinical Forum: Advances in Phonological Theory and Treatment
Clinical Forum   |   January 01, 2002
Whole-Word Phonology and Templates
Language, Speech, and Hearing Services in Schools, January 2002, Vol. 33, 9-23. doi:10.1044/0161-1461(2002/002)
History: Received June 11, 2001 , Accepted October 16, 2001
 
Language, Speech, and Hearing Services in Schools, January 2002, Vol. 33, 9-23. doi:10.1044/0161-1461(2002/002)
History: Received June 11, 2001; Accepted October 16, 2001

Advances in psycholinguistics have identified cognitive mechanisms that may account for the phenomena of whole-word phonology and phonological templates in normally developing children. Deficits in these same mechanisms may also account for certain types of disordered phonologies. In this paper, these cognitive mechanisms are described, strategies for identifying whole-word phonological patterns in normal and disordered phonologies are proposed, and intervention strategies that draw on these same mechanisms as a way to overcome their inappropriate persistence are recommended.

ACKNOWLEDGMENTS
This paper is the joint product of the two authors’ ideas and labor. The order of authorship is alphabetical. We would like to thank Nick Ellis for discussing some of these ideas with the second author, and Sally-Anne Dunn, Lorraine McCune, an anonymous reviewer, Jessica Barlow, and Ruth Bahr for their comments on an earlier draft.
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