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Peer reviewedGierut, Judith A.; And Others – Language, Speech, and Hearing Services in Schools, 1996
Two studies, one within subjects and the other across subjects, evaluated the efficacy of teaching sounds in developmental sequence to nine young children (ages three to five). Treatment of later-acquired phonemes led to systemwide changes in untreated sound classes, whereas treatment of early-acquired phonemes did not. Findings suggest…
Descriptors: Child Development, Delayed Speech, Developmental Stages, Early Intervention
