From the Editor… Ruth Huntley Bahr This issue of LSHSS will continue with the theme, “Recent Advances in Phonological Theory and Treatment.” Here is what I have learned by editing these two forums. It would appear that the controversy among individuals who are interested in phonology no longer resides around the phonology/articulation ... Editorial
Editorial  |   January 01, 2002
From the Editor…
 
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Editorial
Editorial   |   January 01, 2002
From the Editor…
Language, Speech, and Hearing Services in Schools, January 2002, Vol. 33, 3. doi:10.1044/0161-1461.3301.03
 
Language, Speech, and Hearing Services in Schools, January 2002, Vol. 33, 3. doi:10.1044/0161-1461.3301.03
Ruth Huntley Bahr
This issue of LSHSS will continue with the theme, “Recent Advances in Phonological Theory and Treatment.” Here is what I have learned by editing these two forums. It would appear that the controversy among individuals who are interested in phonology no longer resides around the phonology/articulation distinction, but instead has shifted to the application of newer linguistic theories. Less emphasis is being placed on phonological processes, and clinicians are being asked to focus on the larger picture of speech production, in particular, the seeming inconsistencies of misarticulations. New words and phrases are being used, like focusing on the whole word, ordering phonological rules/constraints, complexity, and hierarchical interactions. It would appear that the emphasis is moving away from describing individual error patterns and more toward understanding the child’s underlying system. This is not to say that we have not always been interested in the nature of a child’s phonological representation, but for years, we were content (o explain surface patterns. Now, the emphasis seems to be shifting toward attempting to describe what the child’s inconsistent speech productions are telling us about his or her phonetic capabilities.
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