Children's Speech Sound Disorders, 2nd ed., Chapter 9:
Parents and Children Together in Phonological Intervention

 

OME Screening
Oral Musculature Examination Screening Form

Inconsistency Assessment: Data Collection Form

The SSD Umbrella, Bowen 2015

 

 

 

 

 

 

 

 

 

 



Bowen, C. (2015). The Speech Sound Disorders Umbrella.
https://www.speech-language-therapy.com/images/Umbrella_Fig_i_1.png

 

Plain(er) English SSD Umbrella Bowen 2023

 

 

 

 

 

 

 

 

 

 

 




Bowen, C. (2023). The Speech Sound Disorders Umbrella with Plain English Labels.
https://www.speech-language-therapy.com/images/inconsistencyform.pdf

References (1) | References (3)

ASHA (2004a). Auditory Integration Training [Technical Report]. Retrieved 5 Sept, 2013 from www.asha.org/policy.

ASHA (2004b). Evidence-based practice in communication disorders (Position Statement). Retrieved 19 Sept, 2013 from www.asha.org/policy/PS2005-00221/

ASHA. (2004c). Preferred practice patterns for the profession of speech-language pathology. [Preferred Practice Patterns]. Available from www.asha.org/policy.

ASHA. (2004d). Evidence-based practice in communication disorders: an introduction [Technical Report]. Available from www.asha.org/policy.

AHSA. (2005). Evidence-based practice in communication disorders [Position Statement]. Retrieved 30 Sept, 2013 from: www.asha.org/policy/PS2005-00221.htm

ASHA. (2006). 2006 Schools Survey report: Caseload characteristics. Rockville, MD.

ASHA (2007a). Childhood Apraxia of Speech [Technical Report]. Retrieved 4 Sept, 2013 from www.asha.org/docs/html/TR2007-00278.html

ASHA (2007b). Childhood Apraxia of Speech [Position Statement]. 31 Oct, 2013 from www.asha.org/policy.

ASHA. (2007c). Scope of practice in speech-language pathology [Scope of Practice]. Available from www.asha.org/policy.

ASHA. (2012). 2012 Schools Survey report: SLP caseload characteristics. Available from www.asha.org/research/memberdata/schoolssurvey/.

ASHA (n.d.). Heard About a New Product or Treatment?Ask These Questions Before Deciding What to Do. Retrieved 3 Nov, 2013 from: www.asha.org/public/speech/consumerqa/

Abrahamsen, E., & Flack, L. (2002, November). Do sensory and motor techniques improve accurate phoneme production? Paper presented at the annual convention of the American Speech-Language-Hearing Association, Atlanta, GA.

Adams, M. J., Treiman, R. & Pressley, M. (1998). Reading, writing and literacy. In I. Sigel, & A. Renninger (Eds), Handbook of child psychology, Volume 4: Child psychology in practice. New York: Wiley.

Adel Aziz, A., Shohdi, S., Osman, D. M. & Habib, E.I. (2010). Childhood apraxia of speech and multiple phonological disorders in Cairo-Egyptian Arabic speaking children: language, speech, and oro-motor differences. International Journal of Pediatric Otorhinolaryngology, 74, 578-585.

Adler-Bock, M., Bernhardt, B., Glick, B., & Bacsfalvi, P. (2007). The use of ultrasound in remediation of North American English /r/ in 2 adolescents. American Journal of Speech - Language Pathology, 16, 128-140.

Aguilar-Mediavilla, E. M., Sanz-Torrent, M., & Serra-Raventos, M. (2002). A comparative study of the phonology of pre-school children with specific language impairment (SLI), language delay (LD) and normal acquisition. Clinical Linguistics and Phonetics, 16(8), 573-596.

Air, D. H., Wood, A. S., & Neils, J. R. (1989). Considerations for organic disorders. In N. A. Creaghead, P. W. Newman & W. A. Secord (Eds.), Assessment and remediation of articulatory and phonological disorders, 2nd ed., Columbus: Merrill Publishing Company. 265-301.

Allen, M. M. (2013). Intervention Efficacyand Intensity for Children withSpeech Sound Disorder. Journal of Speech, Language and Hearing Research, 56(3), 865-877.

Allport, G. (1924). Social psychology. Boston: Houghton-Mifflin Co.

Alton, J. (1949, republished 1995). Painting with Light. Berkeley: University of California Press.

Almost, D. & Rosenbaum, P. (1998). Effectiveness of speech intervention for phonological disorders: A randomized control trial. Developmental Medicine and Child Neurology, 40(5), 319-325.

Amayreh, M. M. (2003). Completion of the consonant inventory of Arabic. Journal of Speech, Language and Hearing Research,46, 517-529.

Amayreh, M. M., & Dyson, A. T. (1998). The acquisition of Arabic consonants. Journal of Speech, Language and Hearing Research, 41, 642-653.

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5) (5th ed.). Arlington, VA: American Psychiatric Publishing, 44-45.

Andrews, N., & Fey, M. E. (1986). Analysis of the speech of phonologically impaired children in two sampling conditions. Language, Speech, and Hearing Services in Schools, 17, 187-198.

Anthony, A., Bogle, D., Ingram, T. T. S. & McIsaac, M. W. (1971). Edinburgh articulation test. Edinburgh: Churchill Livingstone.

Anthony, J. L., Aghara, R. G., Dunkelberger, M. J., Anthony, T. I., Williams, J. M., & Zhang, Z. (2011). What Factors Place Children With Speech Sound Disorders at Risk for Reading Problems? American Journal of Speech-Language Pathology, 20(2), 146-160.

Apel, K. (2009). Editorial: Can clinicians be scientists? Language, Speech, and Hearing Services in the Schools, 40, 3‐4.

Apel, K. (1999). Checks and balances: Keeping the science in our profession. American Journal of Speech-Language Pathology, 30, 98-107.

Arciuli, J., & Cupples, L. (2006). The processing of lexical stress during visual word recognition: Typicality effects and orthographic correlates. Quarterly Journal of Experimental Psychology, 59(5), 920-948.

Arlt, P. B. & Goodban, M. J. (1976). A comparative study of articulation acquisition as based on a study of 240 normals, aged three to six. Language, Speech, and Hearing Services in Schools, 7, 173-180.

Armstrong, S. & Ainley, M. (1988). The South Tyneside Assessment of Phonology, Northumberland: Stass Publications.

Armstrong, S. & Ainley, M. (1992). The South Tyneside Assessment of Phonology, 2nd Ed. Northumberland: Stass Publications.

Arnold, E., Curran, C., Miccio, A., & Hammer, C. (2004, November). Sequential and simultaneous acquisition of Spanish and English consonants. Poster presented at the convention of the American Speech-Language-Hearing Association, Philadelphia, PA.

Arvedson, J., Clark, H., Frymark, T., Lazarus, C., Lof, G., McCauley, R., Mullen, R., Schooling, T., & Strand, E. (2007, November). The effectiveness of oral-motor exercises: An evidence-based systematic review. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Boston, MA.

Arvedson, J., Clark, H., Lazarus, C., Schooling. T., & Frymark, T. (2010a). The effects of oral-motor exercises on swallowing in children: an evidence-based systematic review. Developmental Medicine and Child Neurology, 52(11),1000-1013.

Arvedson, J., Clark, H., Lazarus, C., Schooling, T., & Frymark, T. (2010b). Evidence-based systematic review: Effects of oral motor interventions on feeding and swallowing in preterm infants. American Journal of Speech-Language Pathology, 19,321–340.

Australian Stuttering Research Centre. (2012). Lidcombe Program. Retrieved Sept 7, 2013, from http://sydney.edu.au/health-sciences/asrc/clinic/parents/lidcombe.shtml

Austin, D., & Shriberg, L. D. (1996). Lifespan reference data for ten measures of articulation competence using the Speech Disorders Classification System (SDCS) (Technical Report 3). Phonology Project, University of Wisconsin-Madison.

Bacsfalvi, P., & Bernhardt, B. M. (2011). Long-term outcomes of speech therapy forseven adolescents with visual feedback technologies: ultrasound and electropalatography. Clinical Linguistics and Phonetics 25(11-12), 1034-43.

Bahr, D. C. (2001). Oral motor assessment and treatment: Ages and stages. Boston, MA: Allyn and Bacon.

Bailey, D. B., McWilliam, P., & Winton, P., J. (1992). Building family-centred practices in early intervention: A team-based model for change. Infants and Young Children, 5(1), 73-82.

Bain, B. (1994). A framework for dynamic assessment in phonology: Stimulability revisited. Clinics in Communication Disorders, 4(1), 12-22.

Bain, B.A., & Dollaghan, C.A. (1991). The notion of clinically significant change. Language Speech and Hearing Services in Schools, 22, 264-270.

Bain, B. A. & Olswang, L. B. (1995). Examining Readiness for Learning two-word utterances by children with specific expressive language impairment: Dynamic assessment validation. American Journal of Speech Language Pathology, 4(1), 81-91.

Baker, E. (2000). Changing nail to snail: A treatment efficacy study of phonological impairment in children. Unpublished PhD thesis, University of Sydney, Sydney.

Baker, E. (2004). Phonological analysis, summary and management plan. ACQuiring Knowledge in Speech, Language and Hearing, 6(1), 14-21.

Baker, E. (2006). Management of speech impairment in children: The journey so far and the road ahead. Advances in Speech-Language Pathology, 8(3), 156-163.

Baker, E. (2007). Using sonority to explore patterns of generalisation in children with phonological impairment. Paper presented at the Speech Pathology Australia National Conference, Sydney, Australia.

Baker, E. (2010). The experience of discharging children from phonological intervention. International Journal of Speech-Language Pathology, 12(4), 325–328.

Baker, E. & Bernhardt, B. (2004). From hindsight to foresight: working around barriers to success in phonological intervention. Child Language Teaching and Therapy20(3), 287-318.

Baker, E., Carrigg, B., & Linich, A. (2007). What's the evidence for... the cycles approach to phonological intervention? ACQuiring Knowledge in Speech, Language and Hearing, 9(1), 29-31.

Baker, E., Croot, K., McLeod, S., Paul, R. (2001). Tutorial paper: Psycholinguistic models of speech development and their application to clinical practice. Journal of Speech, Language, and Hearing Research, 44, 685–702.

Baker, E. & McCabe, P. (2010). The potential contribution of communication breakdown and repair in phonological intervention. Canadian Journal of Speech-Language Pathology,34(3),193-204.

Baker, E. & McLeod, S. (2004). Evidence-based management of phonological impairment in children. Child Language Teaching and Therapy, 20(3), 265-285.

Baker, E., & McLeod, S. (2011a). Evidence-Based Practice for Children with Speech Sound Disorders: Part 1 Narrative Review, Language, Speech, and Hearing Services in Schools, 42(2), 102-139.

Baker, E., & McLeod, S. (2011b). Evidence-Based Practice for Children with Speech Sound Disorders: Part 2 Application to Clinical Practice, Language, Speech, and Hearing Services in Schools, 42(2), 140-141.

Baker, E., & Munro, N. (2011). An overview of resources for assessing toddlers’ productions of polysyllables. Acquiring Knowledge in Speech, Language and Hearing, 13(2), 58-62.

Baker, E., Williams, A. L. (2010). Complexity Approaches to Intervention. In A. L. Williams, S. McLeod & R. J. McCauley (Eds), Interventions for Speech Sound Disorders in Children, (pp. 95-116). Baltimore: Paul H. Brookes Publishing Co.

Balding, M.A., & Smith, J. T. (2008). Prosodic and phonological skills of children adopted from Haiti. Unpublished master’s research project, University of Alberta.

Baldwin, D.A., & Markham, E. M. (1989). Establishing word-object relations: A first step. Child Development, 60, 381-398.

Ball, L., Beukelman, D., & Bernthal, J. (November, 1999). Communication Characteristics of Children with DAS. Poster presented to the American Speech-Language and Hearing Association, San Francisco, CA.

Ball, M. J. & Gibbon. F. E. (Eds) (2013). Handbook of Vowels and Vowel Disorders. Psychology Press: Hove.

Ball, M. J. & Kent, R. D. (1987). Editorial. Clinical Linguistics and Phonetics, 1,1-5.

Ball, M. J., & Kent, R. D. (Eds), (1997). The new phonologies: Developments in clinical linguistics. San Diego, CA: Singular.

Ball, M. J., Müller, N. & Granese, A. (2013). Towards an evidence-base for /r/-therapy in English. Journal of Clinical Speech and Language Studies, 20, 1-23.

Ballard, K. J., Djaja, D., Arciuli, J., James, D. G. H., & van Doorn, J. (2012). Developmental trajectory for production of prosody: lexical stress contrastivity in children ages 3 to 7 years and in adults. Journal of Speech, Language, and  Hearing Research, 55(6), 1822-1835.

Ballard, K. J., Robin, D. A., McCabe, P., & McDonald, J. (2010). A treatment for dysprosody in childhood apraxia of speech. Journal of Speech, Language, and Hearing Research, 53(5), 1227-1227-1245.

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

Barlow J. A. (2001). Recent advances in phonological theory and treatment. [Special Issue]. Language, Speech, and Hearing Services in Schools. 32, 225-298.

Barlow, J. A. (2002). Recent advances in phonological theory and treatment, Part II. [Special issue]. Language, Speech, and Hearing Services in Schools. 33, 4-69.

Barlow, J. A., & Gierut, J. A. (2002). Minimal pair approaches to phonological remediation. Seminars in Speech and Language, 2(1), 57-67.

Barr, J., McLeod, S., & Daniel, G. (2008). Siblings of children with speech impairment: Cavalry on the hill. Language, Speech, and Hearing Services in Schools, 39(1), 21-32.

Bates, S. A. R., Watson, J. M. M. & Scobbie, J. M. (2013). Context-conditioned error patterns in disordered systems. In M. J. Ball & F. E. Gibbon (Eds), Handbook of Vowels and Vowel Disorders, (pp. 288-325). Psychology Press: Hove.

Bauman-Waengler, J. (2004). Articulatory and phonological impairments: A clinical focus, 2nd Ed. Boston: Allyn and Bacon.

Bazyk, S. (1989). Changes in attitudes and beliefs regarding parent participation and home programs: An update. The American Journal of Occupational Therapy, 43(11), 723-728.

Beckman, D. A., Neal , C. D., Phirsichbaum, J. L., Stratton, L. J., Taylor, V. D., & Ratusnik, D. (2004). Range of movement and strength in oral motor therapy: A retrospective study. Florida Journal of Communication Disorders, 21, 7-14.

Bellon-Harn, M. L., Credeur-Pampolina, M. E., & LeBoeuf, L. (2013). Scaffolded-Language Intervention: Speech Production Outcomes. Communication Disorders Quarterly, 34(2), 120-132.

Benson, D. F., Dobkin, B. H. & Gonzalez, L. J. (1994). Assessment: Melodic intonation therapy. Report of the therapeutics and technology assessment subcommittee of the American Academy of Neurology. Neurology, 44, 566-568.

Berners-Lee, T. (2002). The World Wide Web - Past Present and Future: Exploring universality. Japan Prize Commemorative Lecture. Retrieved 19 Sept, 2013 from: www.w3.org/2002/04/Japan/Lecture.html

Bernhardt, B. (1990). Application of nonlinear phonological theory to intervention with six phonologically disordered children. Unpublished doctoral dissertation, University of British Columbia.

Bernhardt, B. (1992a). The application of nonlinear phonological theory to intervention with one phonologically disordered child. Clinical Linguistics and Phonetics, 6, 283-316.

Bernhardt, B. (1992b). Developmental implications of nonlinear phonological theory. Clinical Linguistics and Phonetics, 6, 259-282.

Bernhardt, B. (1994). Phonological intervention techniques for syllable and word structure development. Clinics in Communication Disorders, 4(1), 54-65.

Bernhardt, B. (2003, April). Nonlinear phonology: Application and outcomes evaluation. Perspectives on Language Learning and Education, 10, 26-30.

Bernhardt, B. (2004). Introduction to the Issue: Maximizing success in phonological intervention. Child Language Teaching and Therapy, 20, 195-198.

Bernhardt, B. (2005). Selection of phonological goals and targets: Not just an exercise in phonological analysis. In A. Kamhi & K. Pollock (Eds), Phonological disorders in children: Clinical decision-making in assessment and intervention.(pp.109-120). Baltimore, MD: Paul H. Brookes Publishing Co.

Bernhardt, B., Brooke, M. & Major, E. (2003). Acquisition of structure versus features in nonlinear phonological intervention. Poster presented at the Child Phonology Conference, UBC, July 2003, Vancouver, BC, Canada.

Bernhardt, B., Gick, B., Bacsfalvi, P., & Adler-Bock, M. (2005). Ultrasound in speech therapy with adolescents and adults. Clinical Linguistics & Phonetics, 19(6-7), 605-617.

Bernhardt, B., Gick, B., Bacsfalvi, P., & Ashdown, J. (2003). Speech habilitation of hard of hearing adolescents using electropalatography and ultrasound as evaluated by trained listeners. Clinical Linguistics & Phonetics, 17(3), 199-216.

Bernhardt, B., & Gilbert, J. (1992). Applying linguistic theory to speech-language pathology: the case for nonlinear phonology. Clinical Linguistics and Phonetics, 6, 123-145.

Bernhardt, B., Gilbert, J., & Ingram, D. (1996). Proceedings of the UBC International Conference on Phonological Acquisition. Boston, MA: Cascadilla Press.

Bernhardt, B. & Holdgrafer, G. (2001a). Beyond the Basics I: The need for strategic sampling for in-depth phonological analysis. Language, Speech, and Hearing Services in Schools, 32,18-27.

Bernhardt, B. & Holdgrafer, G. (2001b). Beyond the Basics II: Supplemental sampling for in-depth phonological analysis. Language, Speech, and Hearing Services in Schools, 32, 28-37.

Bernhardt, B. & Major, E. (2005). Speech, language and literacy skills 3 years later: a follow-up study of early phonological and metaphonological intervention. International Journal of Languageand Communication Disorders, 40(1), 1-27.

Bernhardt, B. H., & Stemberger, J. P. (1998). Handbook of Phonological Development: From a nonlinear constraints-based perspective. San Diego: Academic Press.

Bernhardt, B. & Stemberger, J. P. (2000). Workbook in nonlinear phonology for clinical application.Austin, TX: Pro-Ed.

Bernhardt, B. H. & Stemberger, J. P. (2007). Phonological impairment. In P. Lacy (ed.) Handbook of Phonology. (pp. 575-593.) Cambridge, UK: Cambridge University Press.

Bernhardt, B., Stemberger, J., & Major, E. (2006). General and nonlinear phonological intervention perspectives for a child with a resistant phonological impairment. Advances in Speech-Language Pathology, 8, 190-206.

Bernhardt, B., & Stoel-Gammon, C. (1994). Nonlinear phonology: Introduction and clinical application, Journal of Speech and Hearing Research, 37, 123-143.

Bernhardt, B., & Stoel-Gammon, C. (1996). Underspecification and markedness in normal and disordered phonological development. In C. Johnson and John H. V. Gilbert (Eds), Children's Language, 7. (pp. 253-281). Hillsdale, NJ: Lawrence Erlbaum Associates.

Bernhardt, B., & Stoel-Gammon, C. (1997). Grounded Phonology: Application to disordered speech. In M. Ball and R. Kent (Eds) The new phonologies. (pp. 163-210). San Diego, CA: Singular Press.

Bernstein Ratner, N. (2006). Evidence-based practice: An examination of its ramifications for the practice of speech-language pathology. Language, Speech & Hearing Services in Schools, 37, 257-267.

Bernthal, J. E., & Bankson, N. W. (2004). Articulation and phonological disorders, 5th Ed. Boston: Allyn & Bacon.

Bernthal, J. E., Bankson, N. W., & Flipsen, P., Jr. (2013). Articulation and Phonological Disorders, 7th Ed.Boston, MA: Pearson Education.

Berry, M. D., & Eisenson, J. (1942). The defective in speech. New York: Appleton-Century-Crofts.

Berry, M. D., & Eisenson, J. (1956). Speech disorders: Principals and practices of therapy.New York: Appleton Century Crofts.

Bessell, A., Sell, D., Whiting, P., Roulstone, S., Albery, L., & Persson, M. (2013). Speech and language therapy interventions for children with cleft palate: A systematic review. The Cleft Palate-Craniofacial Journal, 50, e1-e17.

Betz, S. K. & Stoel-Gammon, C. (2005). Measuring articulatory inconsistency in children with developmental apraxia. Clinical Linguistics & Phonetics, 19, 53-66.

Bird, J., Bishop, D. V. M., & Freeman, N. H. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research, 38, 446-462.

Bishop, D. V. M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation, The Journal of Child Psychology and Psychiatry, 31(7), 1027-1050.

Bislick, L. P., Weir, P. C., Spencer, K., Kendall, D., & Yorkston, K. M. (2012). Do principles of motor learning enhance retention and transfer of speech skills? A systematic review. Aphasiology, 26(5), 709-728.

Bitter, J. R. (2013). Theory and Practice of Family Therapy and Counseling, 2nd Ed. Belmont, CA: Brooks Cole: Cengage Learning.

Blache, S.E. (1982). Minimal word pairs and distinctive feature training. In M. Crary (Ed.). Phonological intervention: Concepts and procedures. San Diego: College-Hill Press Inc.

Blamey, P. J., Barry, J. G., &Jacq, P. (2001). Phonetic inventory development in young cochlear implant users 6 years postoperation. Journal of Speech, Language, and Hearing Research, 44, 73-79.

Bleile, K. M. (2002). Evaluating articulation and phonological disorders when the clock is running. American Journal of Speech-Language Pathology, 11, 243-249.

Bleile, K. M. (2004). Manual of articulation and phonological disorders: Infancy through adulthood, 2nd Ed. Clifton Park, NY: Thomson Delmar Learning.

Bleile, K. M. (2013). The Late Eight, 2nd Ed, San Diego: Plural Publishing.

Boh, A., Csiacsek, E., Duginske, R., Meath, T., & Carpenter, L. (2006). Counseling parents of children with CAS. American Speech-Language-Hearing Association, Boston, MA.

Bonilha, L, Moser, D., Rorden, C., Bylis, G., & Fridriksson, J. (2006). Speech apraxia without oral apraxia: Can normal brain function explain the physiopathology? Brain Imaging, 17(10), 1027-1031.

Bornman, J., Alant, E., & Meiring, E. (2001). The use of a digital voice output device to facilitate language development in a child with developmental apraxia of speech: A case study. Disability and Rehabilitation, 23, 623–634.

Boone, D. R. & McFarlane, S. C. (2000). The Voice and Voice Therapy.Needham Heights, MA: Allyn & Bacon.

Boonyathitisuk, P. (1982). Articulatory characteristics of kindergarten children aged three to four years eleven months in Bangkok. Unpublished Master’s thesis, Mahidol University, Bangkok, Thailand.

Bowen, C. (1996a). Evaluation of a phonological therapy with treated and untreated groups of young children. Unpublished doctoral dissertation. Macquarie University.

Bowen, C. (1996b). The Quick Screener. Retrieved 18 Dec, 2013 from www.speech-language-therapy.com

Bowen, C. (1998a). Developmental phonological disorders: A practical guide for families and teachers. Melbourne: The Australian Council for Educational Research.

Bowen, C. (1998b). Speech-language-therapy dot com. Retrieved 8 Nov, 2013 from www.speech-language-therapy.com

Bowen, C. (2001). Children’s speech sound disorders (phonologicaltherapy) discussion group. Retrieved 30 Oct, 2013 from: http://groups.yahoo.com/neo/groups/phonologicaltherapy/info

Bowen, C. (2003). Harnessing the Net: A challenge for Speech Language Pathologists. The 2003 Elizabeth Usher Memorial Lecture. In C. Williams & S. Leitão (Eds), Nature, Nurture, Knowledge, Proceedings of the Speech Pathology Australia National Conference, Hobart, pp. 9-20. Available from www.speech-language-therapy.com/pdf/papers/2003usher.pdf

Bowen, C. (2005). What is the evidence for...? Oral motor therapy. ACQuiring Knowledge in Speech, Language, and Hearing, 7, 144-147.

Bowen, C. (2007). Les difficultés phonologiques chez l'enfant: guide à l'intention des familles, des enseignants et des intervenants en petite enfance, Caroline Bowen ; Rachel Fortin, traductrice et adaptatrice. Montréal: Chenelière-éducation.

Bowen C. (2008). Webwords 30: Work-life balance and authentic interests. ACQuiring Knowledge in Speech, Language and Hearing, 10(2), 67-68.

Bowen, C. (2010a). Parents and children together (PACT) intervention for children with speech sound disorders. In A. L. Williams, S. McLeod S. & R. J. McCauley (Eds), Interventions for Speech Sound Disorders in Children (407-426). Baltimore, MD: Paul H.  Brookes Publishing Co. 

Bowen, C. (2010b). Child speech assessment resources. Retrieved 29 Nov, 2013 from www.speech-language-therapy.com/index.php?Itemid=117

Bowen C. (2012). Webwords 44: Life online. Journal of Clinical Practice in Speech-Language Pathology, 14(3), 149-152.

Bowen C. (2013a). Webwords 45: Apps for speech-language pathology intervention. Journal of Clinical Practice in Speech-Language Pathology. 15(1), 36-37.

Bowen C. (2013b). Webwords 46: Social Media in Clinical Education and Continuing Professional Development. Journal of Clinical Practice in Speech-Language Pathology. 15(2), 104-106.

Bowen, C. (2015). Children's speech sound disorders, 2nd Edition. Oxford: Wiley-Blackwell.

Bowen, C. & Cupples, L. (1998). A tested phonological therapy in practice. Child Language Teaching and Therapy, 14(1), 29-50.

Bowen, C. & Cupples, L. (1999a). Parents and children together (PACT): A collaborative approach to phonological therapy. International Journal of Language and Communication Disorders, 34(1), 35-55.

Bowen, C. & Cupples, L. (1999b). A phonological therapy in depth: a reply to commentaries. International Journal of Language and Communication Disorders, 34(1), 65-83.

Bowen, C. & Cupples, L. (2004). The role of families in optimizing phonological therapy outcomes, Child Language Teaching and Therapy 20, 245-260.

Bowen, C. & Cupples, L. (2006). PACT: Parents and children together in phonological therapy. Advances in Speech Language Pathology, 8(3), 282-292.

Bowen, C., & Rippon, H. (2013). Consonant Clusters: Alliterative Stories and Activities for Phonological Intervention. Cowling, Keighley: Black Sheep Press.

Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York, NY: Basic Books.

Bradlow, A. (2002). Confluent talker- and listener-oriented forces in clear speech production. In Gussenhoven, C., Rietveld, T., & Warner, N. (Eds), Papers in Laboratory Phonology VII, (p. 241-273). Cambridge: Cambridge University Press.

Bradlow, A., Torretta, G., & Pisoni, D. (1996). Intelligibility of normal speech I: Global and fine-grained acoustic-phonetic talker characteristics. Speech Communication, 20, 255-272.

Braine, M. D. S. (1974). On what might constitute a learnable phonology. Language, 50, 270-299.

Brumbaugh, K. M. & Smit, A. B. (2013a). Treating Children Ages 3-6 Who Have Speech Sound Disorder:  A Survey. Language Speech, and Hearing Services in Schools,44(3), 306-319.

Brumbaugh, K. M. & Smit, A. B. (2013b). Supplementary Material for Treating Children Ages 3-6 Who Have Speech Sound Disorder:  A Survey. Language Speech, and Hearing Services in Schools,44(3), 306-319. Downloaded Nov 2, 2013 from http://lshss.asha.org/cgi/content/full/44/3/306/DC1

Bridgeman, E., & Snowling, M. (1998). The perception of phoneme sequence: A comparison of dyspraxic and normal children. British Journal of Disorders of Communication, 23, 245-252.

Broomfield, J., & Dodd, B. (2004a). The nature of referred subtypes of primary speech disability. Child Language Teaching and Therapy, 20, 135-151.

Broomfield, J., & Dodd, B. (2004b). Children with speech and language disability: Caseload characteristics. International Journal of Language and Communication Disability, 39, 303-324.

Broomfield, J., & Dodd, B. (2005a). Epidemiology of speech disorders. In B. Dodd (Ed.). Differential diagnosis and treatment of speech disordered children, 2nd Ed. London: Whurr Publishers, pp. 83-99.

Broomfield, J. & Dodd, B. (2005b). Clinical effectiveness. B. Dodd (Ed.). Differential diagnosis and treatment of children with speech disorder, 2nd Ed. London: Whurr Publishers, pp. 211-229.

Browman, C. P. & Goldstein, L. (1986). Towards an articulatory phonology. In C. Ewen & J. Anderson (Eds) Phonology Yearbook 3. Cambridge: Cambridge University Press, pp. 219–252.

Browman, C. P. & Goldstein, L. (1992). Articulatory phonology: An overview. Phonetica, 49, 155-180.

Browning, G. G., Rovers, M.M., Williamson, I., Lous, J., Burton, M. J. (2010). Grommets (ventilation tubes) for hearing loss associated with otitis media with effusion in children. Cochrane Database Syst Rev. 6(10), CD001801.

Bruce, B., Letourneau, N., Ritchie, J., Larocque, S., Dennis, C., & Elliott, M. R. (2002). A multisite study of health professionals’ perceptions and practices of family-centred care. Journal of Family Nursing, 8, 408-429.

Bunton, K. (2008). Speech versus nonspeech: Different tasks, different neural organization. Seminars in Speech and Language, 29(4), 267-275.

Bunton, K., & Weismer, G. (1994).Evaluation of a reiterant force-impulse task in the tongue. Journal of Speech and Hearing Research, 37, 1020-1031.

Bush, C., Steger, M., Mann-Kahris, S, & Insalaco, D. (2004, November.). Equivocal results of oral motor treatment on a child’s articulation. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Philadelphia, PA.

Buschmann, A., Jooss, B., Rupp, A., Feldhusen, F., Pietz, J., & Philippi, H. (2009). Parent based language intervention for 2-year-old children with specific expressive language delay: a randomised controlled trial. Archives of Disease in Childhood, 94, 110-111.

Bybee, J. L. (2001). Phonology and language use. Cambridge: Cambridge University Press.

CASANA Advisory Board Members, (n.d.). A Comparison of Childhood Apraxia of Speech, Dysarthria, and Severe Phonological Disorder. Retrieved 29 Sept, 2013 from: www.apraxia-kids.org/library/a-comparison-of-childhood-apraxia-of-speech-dysarthria-and-severe-phonological-disorder/

Calmels, M. N., Saliba, I., Wanna, G., Cochard, N., Fillaux, J., Deguine, O., et al. (2004). Speech perception and speech intelligibility in children after cochlear implantation. International Journal of Pediatric Otorhinolaryngology, 68(3), 347-351.

Callan, D. E.,Kent, R. D.,Guenther, F. H., & Vorperian, H. K. (2000). Anauditory-feedback-based neural network modelof speech productionthat isrobustto developmental changesin the sizeandshapeofthearticulatory system. Journal of Speech, Language & Hearing Research, 43(3),721-736.

Camarata, S. M. (2010). Naturalistic intervention for speech intelligibility and speech accuracy. In A. L. Williams, S. McLeod, and R. J. McCauley (Eds), Interventions for speech sound disorders in children (pp. 381-405). Baltimore, MD: Paul H. Brookes Publishing Co. 

Cameron, J., Banko, K. M., & Pierce, W. D. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. The Behavior Analyst, 24, 1-44.

Campbell, T. F. (2003). Childhood apraxia of speech: Clinical symptoms and speech characteristics. In L. D Shriberg and T. F. Campbell (Eds), Proceedings of the 2002 Childhood Apraxia of Speech Research Symposium, (pp. 37-47). Carlsbad, CA: Hendrix Foundation.

Carroll, J. M., & Myers, J. M. (2011). Spoken Word Classification in Children and Adults. Journal of Speech Language and Hearing Research, 54(1), 127-147.

Carroll, J. M., & Snowling, M. J. (2004). Language and phonological skills in children at high risk of reading difficulties. Journal of Child Psychology and Psychiatry, 45(3), 631-640.

Carroll, J. M., Snowling, M. J., Hulme, C., & Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39, 913-923.

Carroll, K. & Overby, M. (2010). Social and emotional needs of parents of children with childhood apraxia of speech. American Speech-Language-Hearing Association, Philadelphia, PA.

Carson, K., Gillon, G., & Boustead, T. (2013). 'Classroom Phonological Awareness Instruction and Literacy Outcomes in the First Year of School', Language Speech, and Hearing Services in Schools, 44(2),147-160.

Carter, E. T., & Buck, M. W. (1958). Prognostic testing for functional articulation disorders among children in the first grade. Journal of Speech and Hearing Disorders, 23, 124–133.

Caruso, A. & Strand, E. (1999). Motor Speech Disorders in Children: Definitions, Background and a Theoretical Framework. In A. Caruso, A. & E. A. Strand, (Eds) Clinical Management of Motor Speech Disorders in Children. New York: Thieme.

Casby, M. W. (2001). Otitis media and language development: A meta-analysis. American Journal of Speech-Language Pathology, 10, 65–80.

Caspari, S. (2007). Working guidelines for the assessment and treatment of childhood apraxia of speech: A review of ASHA's 2007 position statement and technical report. Retrieved 30 Oct, 2013 from www.speechpathology.com/articles

Castles, A. & Macarthur, G. (2102). Brain training – or learning as we like to call it. Retrieved 1 April, 2013 from http://theconversation.com/brain-training-or-learning-as-we-like-to-call-it-9951

Catts, H. W. (1986). Speech production/phonological deficits in reading-disordered children. Journal of Learning Disabilities, 19, 504-508.

Catts, H. W. (1993). The relationship between speech-language disabilities and reading disabilities. Journal of Speech and Hearing Research, 36, 948-958.

Cattell, R. (2000). Children’s language. Consensus and Controversy. London: Cassell.

Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2001). Does success in the Reading Recovery program depend on developing proficiency in phonological processing skills? A longitudinal study in a whole language instructional context. Scientific Studies in Reading, 5, 141–17.

Chapman Bahr, D. (2001). Oral Motor Assessment and Treatment: Ages and Stages. Boston: Allyn & Bacon.

Chappell, G. E. (1973). Childhood verbal apraxia and its treatment. Journal of Speech and Hearing Disorders, 38, 362-368.

Chegar, B. E., Tatum, S. A., Marrinan, E., & Shprintzen, R. J. (2006). Upper airway asymmetry in velo-cardio-facial syndrome. International Journal of Pediatric Otorhinolaryngology, 70, 1375–1381.

Cheour, M., Ceponiene, R., Lehtokoski, A., Luuk, A., Allik, J., Alho, K. & Näätänen, R. (1998). Development of language-specific phoneme representations in the infant brain. Nature Neuroscience, 1, 351-353.

Cheung, P. (1990). The acquisition of Cantonese phonology in Hong Kong: A cross-sectional study. Unpublished final year B.Sc. project, University College London.

Chomsky, N. (1959). A review of B. F. Skinner's Verbal Behavior. Language, 35, 26-58.

Chomsky, N. (1995). The Minimalist Program. Cambridge, MA: MIT Press.

Chomsky, N. & Halle, M. (1968). The sound pattern of English. New York, NY: Harper and Row.

Cirrin, F. & Gillam, R. (2008). Language intervention practices for school-age children with spoken language disorders: A systematic review. Language, Speech and Hearing Services in Schools, 39, S110-S137.

Claessen, M., Heath, S., Fletcher, J., Hogben, J., & Leitão, S. (2009). Quality of phonological representations: a window into the lexicon? International Journal of Language & Communication Disorders, 44(2), 121-144.

Claessen, M. & Leitão, S. (2012a). Phonological representations in children with SLI. Child Language Teaching and Therapy, 28(2), 2121-223.

Claessen, M. & Leitão, S. (2012b). The relationship between stored phonological representations and speech output. International Journal of Speech-Language Pathology, 14, 226–234.

Claessen, M., Leitão, S., & Barrett, N. (2010). Investigating children's ability to reflect on stored phonological representations: the Silent Deletion of Phonemes Task. International Journal of Language & Communication Disorders, 45(4), 411-423.

Clahsen, H. (2008). Chomskyan syntactic theory and language disorders. In M. J. Ball, M. R. Perkins, N. Müller, & S. Howard (eds). The handbook of clinical linguistics (pp. 165-183). Oxford: Blackwell.

Clark, H. M. (2003). Neuromuscular treatments for speech and swallowing: A tutorial. American Journal of Speech Language Pathology, 12(4), 400-415.

Clark, H.(2005, June 14). Clinical decision making and oral motor treatments. The ASHA Leader, 10(8), 8-9.

Clark, H. (2008). The role of strength training in speech sound disorders. Seminars in Speech and Language, 29(4), 276-283.

Clark, H. M. (2010). Nonspeech oral motor intervention. In A. L. Williams, S. McLeod S. & R. J. McCauley (Eds), Interventions for Speech Sound Disorders in Children (579-599) Baltimore, MD: Paul H. Brookes Publishing Co. 

Clark, H., Hensen, P., Barber, W., Stierwalt, J., & Sherrill, M. (2003). Relationships among subjective and objective measures of tongue strength and oral phase swallowing impairments. American Journal of Speech and Language Pathology, 12, 40-50.

Clark, H., O’Brien, K., Calleja, A., & Corrie, S. (2009). Effects of directional exercise on lingual strength. Journal of Speech, Language and Hearing Research, 52, 1034-1047.

Clark, J., & Yallop, C. (1995). An introduction to phonetics and phonology (2nd ed.). Oxford: Basil Blackwell.

Clark, J. G. (1981). Uses and abuses of hearing loss classification. ASHA, 23(7), 493-500.

Clausen. R. (2013, January 01). School matters: Tech tools for schools. The ASHA Leader.

Cohen, J. H., & Diehl, C. F. (1963). Relation of speech sound discrimination ability to articulation-type speech defects. Journal of Speech and Hearing Disorders, 28, 187-190.

College of Speech Therapists. (1959). Terminology for speech pathology. London: College of Speech Therapists.

Colone, E., & Forrest, K. (2000, November). Comparison of treatment efficacy for persistent speech sound disorders. Poster presented at the Annual Convention of the American Speech-Language-Hearing Association, Washington, DC.

Comenius, J. A. (1659). Orbis Sensualium Pictus. (Facsimile of first English edition of 1659): Adelaide: Sydney University Press.

Connor, C. M., Craig, H. K., Raudenbush, S. W., Heavner, K., & Zwolan, T. A. (2006). The age at which young deaf children receive cochlear implants and their vocabulary and speech-production growth: Is there an added value for early implantation? Ear and Hearing, 27(6), 628-644.

Costello, J. & Onstine, J. (1976). The modification of multiple articulation errors based on distinctive feature theory. Journal of Speech and Hearing Disorders, 41, 199-215.

Cox, F., (2012). Australian English: Pronunciation and Transcription, Cambridge University Press.

Cox, R. M., & Moore, J. N. (1988). Composite speech spectrum for hearing and gain prescriptions. Journal of Speech & Hearing Research, 31(1), 102-107.

Crais, E. (1991). Moving from “parent involvement” to family-centred services. American Journal of Speech-Language Pathology, September, 5-8.

Crais, E. (2011). Testing and beyond: Strategies and tools for evaluating and assessing infants and toddlers. Language Speech and Hearing Services in Schools, 42, 341-364.

Crais, E., Poston Roy, V., & Free, K. (2006). Parents’ and professionals’ perceptions of family-centered practices: What are actual practices vs. what are ideal practices?

Crary, M.A. (1984). A neurolinguistic perspective on developmental dyspraxia. Journal of Communicative Disorders, 9, 33-49.

Crary, M.A. (1993). Developmental motor speech disorders. San Diego, CA: Singular Publishing Group.

Crosbie, S., Holm, A., & Dodd, B. (2005). Intervention for children with severe speech disorder: A comparison of two approaches. International Journal of Language and Communication Disorders, 40, 467-491.

Crosbie, S., Pine, C., Holm, A., & Dodd, B.(2006). Treating Jarrod: A core vocabulary approach. Advances in Speech Language Pathology, 8(3), 316-321.American Journal of Speech-Language Pathology, 15, 365-377.

Crowe, T. (1997). Counseling: Definition, history, rationale. In T. Crowe, Applications of counseling in speech-language pathology and audiology (pp. 3-29). Baltimore, MD: Williams & Wilkins, pp. 3-29.

Crystal, D. (1972). The case of linguistics: a prognosis. British Journal of Disorders of Communication, 7, 3-16.

Crystal, D. (1981). Clinical linguistics. Vienna & New York: Springer.

Crystal, D. (1984). Linguistic encounters with language handicap. Oxford: Blackwell.

Crystal, D. (1996). Language play and linguistic intervention. Child Language Teaching and Therapy, 12, 328–44.

Crystal, D. (1998). Language play. London: Penguin Books.

Crystal, D. (2001). Clinical linguistics. In M. Aronoff & J. Rees-Miller (Eds), The Handbook of Linguistics (pp. 673-682). Oxford: Blackwell.

Cummings, A. E., & Barlow, J. A. (2011). A comparison of word lexicality in the treatment of speech sound disorders. Clinical Linguistics & Phonetics, 25(4), 265-286.

Cummings, E. E. & Firmage, J. G. (1994). E. E. Cummings: Complete Poems 1904-1962. New York: Vintage.

Cutler, A., & Carter, D. M. (1987). The predominance of strong initial syllables in the English vocabulary. Computer Speech and Language, 2, 133–142.

D’Antonio, L. L., Muntz, H. R., Marsh, J. L., Marty-Grames, L., & Backensto-Marsh, R. (1988). Practical application of flexible fiberoptic nasopharyngoscopy for evaluating velopharyngeal function. Plastic and Reconstructive Surgery, 82, 611-618.

Dale, P. D. & Hayden, D. A. (2013). Treating speech subsystems in Childhood Apraxia of Speech with tactual input: The PROMPT approach. American Journal of Speech-Language Pathology,22(4), 644-61.

Dart. S. N. (1991). Articulatory and Acoustic Properties of Apical and Laminal Articulations. Ph.D. Dissertation, Department of Linguistics, University of California, Los Angeles. Reprinted as UCLA Working Papers in Phonetics, 79, 1-155.

Dart, S. N. (1998). Comparing French and English coronal consonant articulation. Journal of Phonetics, 26, 71-94.

Davenport, M., & Hannahs, S. J. (2010). Introducing phonetics and phonology (3rd ed.). London: Hodder Education.

Davis, B. L. (1998). Consistency of consonant patterns by word position. Clinical Linguistics and Phonetics,12(4), 329-348.

Davis, B., Jakielski, K. & Marquardt, T. (1998). Developmental apraxia of speech: Determiners of differential diagnosis. Clinical Linguistics and Phonetics, 12(1), 25-45.

Davis, B. L. & MacNeilage, P. F. (1990). The acquisition of vowels: A case study. Journal of Speech and Hearing Research, 33, 16-27.

Davis, B. L., & Velleman, S. L. (2000). Differential diagnosis and treatment of developmental apraxia of speech in infants and toddlers. Infant-Toddler Intervention, 10(3), 177-192.

Davis, B. & Velleman, S. (2008). Establishing a basic repertoire without using NS-OME: Means, motive and opportunity. Seminars in Speech and Language, 29(4), 312-319.

Davis, K. J. (2013). Exploring virtual PLCs.Perspectives on School Based Issues, 14(2),28-32.

Davis, M. H. & Johnsrude, I. S. (2007). Hearing speech sounds: top-down influences on the interface between audition and speech perception. Journal of Hearing Research, 229, 132–147.

Day, A. (1993). Carl goes to daycare. New York: Farrar, Straus, & Giroux.

De Thorne, L. S., Deater-Deckard, K., Mahurin-Smith, J., Coletto, M., & Petrill, S. A. (2011). Volubility as a mediator in the associations between conversational language measures and child temperament. International Journal of Language and Communication Disorders, 46(6), 700-713.

De Thorne, L. S., Johnson, C. J., Walder, L., & Mahurin-Smith, J. (2009). When ‘Simon Says’ Doesn’t Work: Alternative to Imitation for Facilitating Early Speech Development. American Journal of Speech-Language Pathology. 18, 133-145.

Dean, E., & Howell, J. (1986). Developing linguistic awareness: A theoretically based approach to phonological disorders. British Journal of Disorders of Communication, 21, 223-238.

Dean, E., Howell, J., Hill, A., & Waters, D. (1990). Metaphon Resource Pack. Windsor, Berks: NFER Nelson.

Dean, E. C., Howell, J., Waters, D., & Reid, J. (1995). Metaphon: A metalinguistic approach to the treatment of phonological disorder in children. Clinical Linguistics and Phonetics, 9, 1-19.

Deem, R. & Brehony, K. J. (2000). Doctoral Students’ Access to research Cultures – are some more equal than others? Studies in Higher Education, 25, 149-165.

Dehaene-Lambertz, G. (1997). Electrophysiological correlates of categorical phoneme perception in adults. NeuroReport, 8, 919-924.

Dehaene-Lambertz, G., & Gliga, T. (2004). Common neural basis for phoneme processing in infants and adults. Journal of Cognitive Neuroscience, 16, 1375-1387.

Dehaene-Lambertz, D., & Dehaene, S. (1994). Speed and cerebral correlates of syllable discrimination in infants. Nature,370, 292-295.

Dehaene-Lambertz, G., Dupoux, E., & Gout, A. (2000). Electrophysiological correlates of phonological processing: A cross-linguistic study. Journal of Cognitive Neuroscience, 12, 635-647.

Denne, M., Langdown, N., Pring, T., & Roy, P. (2005). Treating children with expressive phonological disorders: does phonological awareness therapy work in the clinic? International Journal of Language and Communication Disorders, 40(4), 493-504.

DfE, (2012). Statutory framework for the early years foundation stage. Runcorn: Crown Copyright.

Dhanjal, N. S., Handunnetthi, L., Patel, M.C., & Wise, R.J. (2008). Perceptual systems controlling speech production. Journal of Neuroscience, 28, 9969–9975.

Dhooge, I. J. (2003). Risk factors for the development of otitis media. Current Allergy and Asthma Reports, 3(4), 321-325.

Dickerson, L. J. (1975). The learner’s interlanguage as a system of variable rules. TESOL Quarterly, 9(4), 401–407.

Dinnsen, D. A. (1996). Context-sensitive underspecification and the acquisition of phonemic contrasts. Journal of Child Language, 23, 57-79.

Dinnsen, D. A. & Gierut, J. (2008). Optimality Theory, Phonological Acquisition and Disorders. London, UK: Equinox.

Dodd, B. (1995). Differential diagnosis and treatment of children with speech disorder. London: Whurr Publishers.

Dodd, B. (2005). Differential diagnosis and treatment of children with speech disorder, 2nd Ed. London: Whurr Publishers.

Dodd, B. (2007). Evidence-based practice and speech-language pathology: Strengths, weaknesses, opportunities and threats. Folia Phoniatrica et Logopaedica, 59,118-129.

Dodd, B. (2009). Finding the correct dose of intervention for developmental speech impairment. In C. Bowen, Children's speech sound disorders. Oxford: Wiley-Blackwell, pp. 322-327.

Dodd, B. (2011). Differentiating speech delay from disorder: Does it matter? Topics in Language Disorders, 31(2), 96-111.

Dodd, B. J. & Bradford, A. (2000). A comparison of three therapy methods for children with different types of developmental phonological disorder. International Journal of Language and Communication Disorders, 35, 189-209.

Dodd, B., Crosbie, S., Zhu, H., Holm, A., & Ozanne, A. (2002). Diagnostic Evaluation of Articulation and Phonology (DEAP). London: Psychological Corporation.

Dodd, B. & Gillon, G. (2001). Exploring the relationship between phonological awareness, speech impairment and literacy. Advances in Speech Language Pathology, 3(2), 139-147.

Dodd, B., Holm, A., Crosbie, S., & McIntosh, B. (2006). A core vocabulary approach for management of inconsistent speech disorder. Advances in Speech-Language Pathology, 8(3), 220 - 230.

Dodd, B., Holm, A., Crosbie, S. & McIntosh, B. (2010). Core Vocabulary Intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds), Interventions for Speech Sound Disorders in Children (117-136). Baltimore, MA: Paul H. Brookes Publishing Co.

Dodd, B., Holm, D. & Li, W. (1997). Speech disorder in preschool children exposed to Cantonese and English. Clinical Linguistics and Phonetics, 11, 229-243.

Dodd, B., & Iacono, T. (1989). A longitudinal study of the speech of children with phonological disorders. British Journal of Disorders of Communication, 24, 333-351.

Dodd, B., Joffe, V. L. & Broomfield, J. (submitted). A review of service delivery in intervention for developmental speech difficulty. International Journal of Language and Communication Disorders.

Dodd, B., & McIntosh, B. (2010). Two-Year Old Phonology: Impact of Input, Motor and Cognitive Abilities on Development. Journal of Child Language, 37(5), 1027-1046.

Dogil, G. & Mayer, J. (1998). Selective phonological impairment: a case of apraxia of speech. Phonology, 15, 143-188.

Dollaghan, C. A. (2004). Evidence-based practice in communication disorders: what do we know, and when do we know it? Journal of Communication Disorders, 37, 391-400.

Dollaghan, C. A. (2007). The handbook for evidence-based practice in communication disorders. Baltimore, MD: Paul H. Brookes Publishing Co. 

Dollaghan, C. A. & Campbell, T. (1992). A procedure for classifying disruptions in spontaneous language samples. Topics in Language Disorders, 12, 56-68.

Dreikurs, R. (1940a, November). The importance of group life. Camping Magazine, 3-4, 27.

Dreikurs, R. (1940b, December). The child in the group. Camping Magazine, 7-9.

Dreikurs, R. (1948). The challenge of parenthood. New York: Duell, Sloan, & Pearce.

Dreikurs, R. (1950). The immediate purpose of children’s misbehavior, its recognition and correction. Internationale Zeitschrift fur Individual-psychologie, 19, 70-87.

Dreikurs, R., & Soltz, V. (1964). Children: The challenge. New York: Hawthorn.

DuBois, E., & Bernthal, J. E. (1978). A comparison of three methods of obtaining articulatory responses. Journal of Speech and Hearing Disorders, 43, 295-305.

Duchan, J. F. (2001). History of Speech-Language Pathology in America. Retrieved 7 Jan, 2014 from: http://www.acsu.buffalo.edu/~duchan/history.html

Duchan, J. F. (2006a). How conceptual frameworks influence clinical practice: Evidence from the writings of John Thelwall, a 19th-century speech therapist. International Journal of Language and Communication Disorders, 41, 735-744.

Duchan, J. F. (2006b). The phonetic notation system of Melville Bell and its role in the history of phonetics. Journal of Speech Language Pathology and Audiology, 30, 14-17.

Duchan, J. F. (2009). The conceptual underpinnings of John Thelwall’s elocutionary practices. In S. Poole (Ed.). John Thelwall: Radical romantic and acquitted felon (pp. 139-145). London: Pickering & Chatto.

Duchan, J. F. (2010). The Early Years of Language, Speech, and Hearing Services in U.S. Schools. Language, Speech, and Hearing Services in Schools, 41(2), 152-160.

Duchan, J. F., Calculator, S., Sonnenmeier, R., Diehl, S. & Cumley, G. (2001). A framework for managing controversial practices. Language Speech and Hearing Services in Schools, 32, 133-141.

Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test III. Circle Pines, MN: American Guidance Service.

Dworkin, J., & Cullatta, R., (1980). Tongue strength: its relationship to tongue thrusting, open-bite, and articulatory proficiency. Journal of Speech and Hearing Disorders, 45, 277-282.

Eckert, P. (2000). Linguistic Variation as Social Practice: the Construction of Identity in Belten High. New York: Wiley.

Edwards, J., Fox, R. A., & Rogers, C. L. (2002). Final consonant discrimination in children: Effects of phonological disorder, vocabulary size, and articulatory accuracy. Journal of Speech, Language, and Hearing Research, 45, 231–242.

Edwards, M. L. (1983). Selection criteria for developing therapy goals. Journal of Childhood Communication Disorders, 7, 36-45.

Edwards, M. L. (1992). In support of phonological processes. Language, Speech, and Hearing Services in Schools, 23, 233-240.

Edwards, M. L., & Shriberg, L .D. (1983). Phonology: Applications in communicative disorders. San Diego: College-Hill Press.

Edwards, S. M. (1995). Optimizing outcomes of nonlinear phonological intervention. Unpublished Master’s thesis, University of British Columbia.

Ehri, L. C. (1989). The development of spelling knowledge and its role in reading acquisition and reading disability. Journal of Learning Disabilities, 22, 356-365.

Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36(3), 250-287.

Eisenberg, S. L., & Hitchcock, E. R. (2010). Using Standardized Tests to Inventory Consonant and Vowel Production: A Comparison of 11 Tests of Articulation and Phonology, Language, Speech, and Hearing Services in Schools, 41(4) 488-503.

Eisenson, J. (1968). Developmental aphasia: A speculative view with therapeutic implications. Journal of Speech and Hearing Disorders, 33, 3-13.

Eisenson, J. & Ogilvie, M. (1963). Speech correction in the schools. New York: Macmillan.

Ekelman, B. L. & Aram, D. M. (1983). Syntactic findings in developmental verbal apraxia. Journal of Communication Disorders, 16(4), 237-250.

Elbert, M. (1989). Generalisation in treatment of phonological disorders. In L. McReynolds & J. Spradlin (Eds), Generalisation strategies in the treatment of communication disorders. (pp. 31-43). Toronto: B. C. Decker, Inc.

Elbert, M. (1992). Consideration of error types: A response to Fey's ‘Articulation and phonology: Inextricable constructs in speech pathology.’ Language, Speech, and Hearing Services in Schools, 23, 241-246.

Elbert, M., Dinnsen, D., & Powell, T. (1984). On the prediction of phonological generalisation learning pattern. Journal of Speech and Hearing Disorders, 49, 309-317.

Elbert, M., & Gierut, J. (1986). Handbook of clinical phonology: Approaches to assessment and treatment. San Diego College-Hill Press.

Elbert, M., Powell, T. W., & Swartzlander, P.  (1991). Toward a technology of generalization:  How many exemplars are sufficient?  Journal of Speech and Hearing Research, 34, 81-87.

Elbro, C., Borstrøm, I., & Petersen, D. K. (1998). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33, 36-60.

Eldridge, M. (1965). A History of the Australian College of Speech Therapists. Melbourne, Melbourne University Press.

Eldridge, M. (1968a). A History of the treatment of speech disorders. Edinburgh & London: E. & S. Livingstone.

Eldridge, M. (1968b). A history of the treatment of speech disorders. Melbourne: F.W. Cheshire.

Ellis Weismer, S. & Robertson, S. (2006). Focused stimulation. In R.J. McCauley, & M.E. Fey (Eds), Treatment of language disorders in children (175-202). Baltimore, MD: Paul H. Brookes Publishing Co.

English, K. (2008). Counseling issues in audiologic rehabilitation. Contemporary Issues in Communication Science and Disorders, 35, 93-101.

English, K., Mendel, L., Rojeski, T., & Hornak, J. (1999). Counseling in audiology, or learning to listen: Pre-and post-measures from an audiology counseling course. American Journal of Audiology, 8, 34-39.

Erickson, K. (2007). Children with atypical phonological development: Assessment profiles and rates of change. Unpublished Master’s thesis, University of British Columbia.

Ertmer, D. J. (2008). Speech intelligibility in young cochlear implant recipients: Gains during year three. Volta Review, 107(2), 85-99.

Fabiano-Smith, L. & Goldstein, B. (2010). Phonological acquisition in bilingual Spanish-English speaking children. Journal of Speech, Language, and Hearing Research, 53, 160-178.

Fairbanks, G. (1940). Voice and articulation drillbook. NY: Harper.

Fairbanks, G. (1954). Systematic research in experimental phonetics: A theory of the speech mechanism as a servosystem. Journal of Speech and Hearing Disorders, 19, 133-139.

Farinelli Allan, L. & Babin, E. (2013). Associations between caregiving, social support, and well-being among parents of children with childhood apraxia of speech. Health Communications, 28(6), 568-76.

Fazio, B. B. (1997). Learning a new poem: Memory for connected speech and phonological awareness in low-income children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 1285-1297.

Fenson, L., Dale, P.S., Reznik, J. S., Thal, D., Bates, E. Hartung, J., Pethick, S., & Reilly, J. (1993). MacArthur Communicative Development Inventories. San Diego, CA : Singular.

Ferguson, C.A. (1968). Contrastive analysis and language development. Monograph Series on Language and Linguistics, 21, 101-112. Georgetown University.

Ferguson, C.A. (1978). Learning to pronounce: The earliest stages of phonological development in the child. In F.D. Minifie & L.L. Lloyd (Eds), Communicative and cognitive abilities - early behavioural assessment. 273-297. Baltimore: University Park Press.

Ferguson, C., & Farwell, C. (1975). Words and sounds in early language acquisition. Language, 51, 419-439.

Ferguson, C.A., & Macken, M. (1980). Phonological development in children: Play and cognition. Papers and Reports on Child Language Development, 18, 138-177.

Ferguson, C.A., Peizer, D. B., & Weeks, T. A. (1973). Model-and-replica phonological grammar of a child’s first words. Lingua, 3, 35-65.

Feuerstein, R., Rand, Y., Jensen, M. R., Kaniel, S., & Tzuriel, D. (1987). Prerequisites for assessment of learning potential: the LPAD model, in C. S. Lidz (Eds), Dynamic assessment: an interactional approach to evaluating learning potential. New York: The Guilford Press.

Fey, M. E. (1985). Clinical forum: Phonological assessment and treatment. Articulation and phonology: Inextricable constructs in speech pathology. Human Communication Canada. Reprinted (1992) Language, Speech, and Hearing Services in Schools, 23, 225-232.

Fey, M. E. (1986). Language Intervention in Young Children. San Diego, CA: College Hill Press.

Fey, M. E. (1992a). Phonological assessment and treatment. Articulation and phonology: An introduction.Language Speech and Hearing Services in Schools, 23, 224.

Fey, M.E. (1992b). Phonological assessment and treatment. Articulation and phonology: An addendum.Language Speech and Hearing Services in Schools, 23, 277-282.

Fey, M. E., & Stalker, C. (1986). A hypothesis testing approach to treatment of a child with an idiosyncratic (morpho)phonological system. Journal of Speech and Hearing Disorders, 41, 324-336.

Fielding-Barnsley, R. & Purdie, N. (2005). Teachers’ attitude to and knowledge of metalinguistics in the process of learning to read. Asia-Pacific Journal of Teacher Education, 33(1), 65-76.

Fields, D., & Polmanteer, K. (2002, November). Effectiveness of oral motor techniques in articulation and phonology treatment. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Atlanta, GA.

FisherJ. & Atkin, N. (1996). Articulation Survey, Melbourne: Royal Children's Hospital.

Flasher, L. V., & Fogle, P. T. (2012). Counseling skills for speech-language pathologists and audiologists. Clifton Park, NY: Delmar-Cengage.

Fletcher, S. G. (1972). Time-by-count measurement of diadochokinetic syllable rate. Journal of Speech and Hearing Research 15:757-62.

Flipsen, P., Jr. (2002, May). Causes and speech sound disorders. Why worry? Presentation at the Speech Pathology Australia National Conference: Alice Springs, Northern Territory, Australia.

Flipsen, P., Jr. (2006). Measuring the intelligibility of conversational speech in children. Clinical Linguistics and Phonetics, 20(4), 303-312.

Flipsen, P., Jr., Hammer, J. B., & Yost, K. M. (2005). Measuring severity of involvement in speech delay: Segmental and whole-word measures. American Journal of Speech-Language Pathology, 14, 298-312.

Flipsen, P., Jr., & Parker, R. G. (2008). Phonological patterns in the speech of children with cochlear implants. Journal of Communication Disorders, 41(4), 337-357.

Flynn, L., & Lancaster, G. (1996). Children’s Phonology Sourcebook. Oxford: Winslow Press.

Forrest, K. (2002). Are oral-motor exercises useful in the treatment of phonological/articulatory disorders? Seminars in Speech and Language, 23, 15-25.

Forrest, K. (2003). Diagnostic criteria of developmental apraxia of speech used by clinical speech-language pathologists. American Journal of Speech - Language Pathology, 12(3), 376-380.

Forrest, K., & Iuzzini, J. (2008). A comparison of oral motor and production training for children with speech sound disorders. Seminars in Speech and Language, 29(4), 304-311.

Foulkes, P. (2005). Sociophonetics. In Brown, K. (ed.) Encyclopedia of Language and Linguistics (2nd ed., p. 495-500). Amsterdam: Elsevier.

Foulkes, P., & Docherty, G. (2000). Another chapter in the story of /r/: 'labiodental' variants in British English. Journal of Sociolinguistics, 4, 30-59.

Fowler, C.A. (1995). Speech production. In J. L. Miller and P. D. Eimas (Eds), Handbook of perception and cognition: Speech, language and communication (pp. 29-61). San Diego, CA: Academic Press.

Fox, A. V., & Dodd, B. (1999). Der Erwerb des phonolo- gischen Systems in der deutschen Sprache. Sprache-Stimme- Gehör, 23, 183–191.

Fox, A. V., Dodd, B., & Howard, D. (2002). Risk factors for speech disorders in children. International Journal of Language and Communication Disorders, 37(2), 117-131.

Friederici, A. D. (2000). The developmental cognitive neuroscience of language: A new research domain. Brain and Language, 71, 65-68.

Friederici, A. D. (2002). Towards a neural basis of auditory sentence processing. Trends in Cognitive Sciences, 6, 78-84.

Friedman, T. (2005). The world is flat: A brief history of the twenty-first century. NY: Farrar, Straus & Giroux.

Froud, K., & Khamis-Dakwar, R. (2012). MisMatch Negativity Responses in children with a diagnosis of Childhood Apraxia of Speech (CAS). American Journal of Speech-Language Pathology. 21(4), 302–312.

Gadhok, K. (2013, January). Making friends and influencing people. RCSLT Bulletin.

Galton, R. & Simpson, A. (1958). The Publicity Photograph, Hancock’s Half Hour, BBC, Retrieved22 Nov, 2013 from www.youtube.com/watch?v=EHijvPFMdlg

Gangji, N. (2012). Phonological development in Swahili: A descriptive, cross-sectional study of typically developing pre-schoolers in Tanzania. Unpublished Masters Dissertation. University of Cape Town, South Africa.

Gardner, H. (1997). Assessment of developmental language disorders. In C. Adams, M. Edwards & B. Byers Brown (Eds), Developmental Disorders of Language, 2nd Ed. London: Whurr Publishers, pp. 135-160.

Gardner, H. (2004). Doing Being the Therapist: A comparison of Mothers and SLT Therapists doing phonology therapy tasks, in K. Richards & P. Seedhouse (Eds), Applying Conversation Analysis. Basingstoke: Palgrave Macmillan.

Gardner, H. (2006a). Training others in the art of therapy for speech sound disorders: An interactional approach. Child Language Teaching and Therapy, 22,(1), 27-46.

Gardner, H. (2006b). Assessing speech and language skills in the school-age child. In J. Stackhouse & M. Snowling (Eds) Dyslexia, Speech and Language 2nd Ed., 74-97.

Gascoigne, M. (2006). Supporting children with speech language and communication needs within integrated children’s services. RCSLT Position paper. London: RCSLT.

Gathercole, S. E., Alloway, T. P., Willis, C. & Adams, A. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93, 265-281.

Gereau, S. A., Steven, D., Bassila, M., Sher, A. E., Sidoti, E. J., Jr., & Morgan, M. (1988). Endoscopic observations of Eustachian tube abnormalities in children with palatal clefts. In D. J. Lim, C. D. Bluestone, J. O. Klein, & J. D. Nelson (Eds), Symposium on otitis media (pp. 60-63). Toronto: B. C. Decker.

Geren, J., Snedeker, J., & Ax, L. (2005). Starting over: A preliminary study of early lexical and syntactic development in internationally adopted preschoolers. Seminars in Speech and Language, 26, 44-53.

Gibbon, F. (2013). Therapy for abnormal vowels in children with speech disorders. In M. J. Ball & F. E. Gibbon (Eds), Handbook of Vowels and Vowel Disorders, (pp. 429-446). Psychology Press: Hove.

Gibbon, F. E. (2015). Vowel errors in children with speech disorders. In C. Bowen, Children's speech sound disorders (2nd ed.). Oxford: Wiley-Blackwell, pp. 215-19.

Gibbon, F. E. & Mackenzie Beck, J. (2002). Therapy for abnormal vowels in children with phonological impairment. In M. J. Ball & F. E. Gibbon (Eds), Vowel Disorders, (pp. 217-248). Butterworth-Heinemann.

Gibbon F., Shockey, L., & Reid, J. (1992). Description and treatment of abnormal vowels in a phonologically disordered child. Child Language Teaching and Therapy, 8, 30-59.

Gergen, K. J. (2009). Relational being: Beyond self and community. New York, NY: Oxford University Press.

Gierut, J. A. (1986). On the assessment of productive phonological knowledge. National Student Speech-Language-Hearing Association Journal 14, 83-101.

Gierut, J. (1989). Maximal opposition approach to phonological treatment. Journal of Speech and Hearing Disorders, 54, 9-19.

Gierut, J. A. (1992). The conditions and course of clinically induced phonological change. Journal of Speech and Hearing Research, 35, 1049-1063.

Gierut, J. A. (1998). Treatment efficacy: Functional phonological disorders in children. Journal of Speech, Language and Hearing Research, 41, S85-S100.

Gierut, J. A. (1999). Syllable onsets: Clusters and adjuncts in acquisition. Journal of Speech, Language and Hearing Research, 42, 708-726.

Gierut, J. (2001). Complexity in phonological treatment: Clinical factors. Language, Speech, and Hearing in Schools, 32, 229-241.

Gierut, J. A. (2004, Summer). Clinical application of phonological complexity. CSHA Magazine, 6-7, 16.

Gierut, J. (2007). Phonological complexity and language learnability. American Journal of Speech-Language Pathology, 16(1), 6-17.

Gierut, J. A., & Champion, A. H. (2001). Syllable onsets II: Three-element clusters in phonological treatment. Journal of Speech, Language, and Hearing Research, 44, 886-904.

Gierut, J., Elbert, M., & Dinnsen, D. (1987). A functional analysis of phonological knowledge and generalisation learning in misarticulating children. Journal of Speech and Hearing Research, 30, 462-479.

Gierut, J. A., & Hulse, L. E. (2010). Evidence-based practice: A matrix for predicting phonological generalization. Clinical Linguistics and Phonetics, 24(4-5), 323-334.

Gierut, J. A., & Morrisette, M. L. (2010). Phonological learning and lexicality of treated stimuli. Clinical Linguistics & Phonetics, 24(2), 122-140.

Gierut, J. A., & Morrisette, M. L. (2012a). Age of word acquisition effects in treatment of children with phonological delays. Applied Psycholinguistics, 33(01), 121-144.

Gierut, J. A., & Morrisette, M. L. (2012b). Density, frequency and the expressive phonology of children with phonological delay. Journal of Child Language, 39(04), 804-834.

Gierut, J. A., Morrisette, M. L., & Champion, A. H. (1999). Lexical constraints in phonological acquisition. Journal of Child Language, 26, 261-294.

Gierut, J. A., Morrisette, M. L., Hughes, M. T., & Rowland, S. (1996). Phonological treatment efficacy and developmental norms. Language, Speech and Hearing Services in Schools, 27, 215-230.

Gierut, J. A., Morrisette, M. L., & Ziemer, S. M. (2010). Nonwords and Generalization in Children With Phonological Disorders. Am J Speech Lang Pathol, 19(2), 167-177.

Gierut, J. A., & O'Connor, K. M. (2002). Precursors to onset clusters in acquisition. Journal of Child Language, 29, 495-517.

Gibbon, F. (2013). Therapy for abnormal vowels in children with speech disorders. In M. J. Ball & F. E. Gibbon (Eds), Handbook of Vowels and Vowel Disorders, (pp. 429-446). Psychology Press: Hove.

Gilbert, J. H. V., & Johnson, C. E. (1978). Temporal and sequential constraints on six-year-olds' phonological productions: Some observations on the ambliance phenomenon. Journal of Child Language, 5, 101-112.

Gildersleeve, C., Davis, B., & Stubbe, E. (1996, November). When monolingual rules don’t apply: Speech development in a bilingual environment. Paper presented at the annual convention of the American Speech-Language-Hearing Association, Seattle, WA.

Gildersleeve-Neumann, C., Kester, E., Davis, B., & Peña, E. (2008). English speech sound development in preschool-aged children from bilingual English-Spanish backgrounds. Language, Speech, and Hearing Services in Schools, 39, 314-328.

Gillon, G. T. (1998). The Speech-Literacy link: Perspectives from Children with Phonological Speech Disorders. New Zealand Speech-Language Therapists Association Biennial Conference Proceedings, Dunedin 14- 7 April, 1998. Supplementary (1) pp1-6.

Gillon, G. T. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment, Language, Speech, and Hearing Services in Schools, 31(2),126-141.

Gillon, G. T. (2002). Follow-up study investigating benefits of phonological awareness
intervention for children with spoken language impairment. International Journal of Language and Communication Disorders, 37(4), 381-400.

Gillon, G. T. (2004). Phonological Awareness: From Research to Practice. New York: Guilford Press.

Gillon, G. T. (2005). Facilitating phoneme awareness development in 3- and 4-year-old children with speech impairment, Language Speech and Hearing Services in Schools, 36, 308–324.

Gillon, G. T. (2006). Phonological awareness: A preventative framework for preschool children with spoken language impairment. In R. McCauley & M. Fey (Eds), Treatment of language disorders in children: Conventional and controversial approaches (279-307). Baltimore, MD: Paul H. Brookes Publishing Co. 

Gillon, G. T., Moriarty, B., & Schwarz, I. (2006). Evidence based practice: An update of best practices in Speech-Language Therapy. Wellington: Ministry of Education.

Gillon, G. T., & Schwarz, I. E. (1998). An international literature review of best practices in speech and language therapy for preschool and school aged children.Wellington: Ministry of Education.

Gillon, G. T., & Schwarz, I. E. (2001a). An international literature review of best practices in speech and language therapy: 2001 update. Wellington: Ministry of Education.

Gillon, G. T., & Schwarz, I. (2001b). Screening Spoken Language Skills for Academic Success. Paper presented at the Proceedings of the 2001 Speech Pathology Australia National Conference: Evidence and Innovation, Melbourne.

Girolametto, L., Steig Pearce, P., &Weitzman, E. (1997). Effects of lexical intervention on the phonology of late talkers. Journal of Speech, Language, and Hearing Research, 40, 338-348.

Girolametto, L., & Weitzman, E. (2006). It Takes Two to Talk -The Hanen Program for Parents - Early language intervention through caregiver training. In R. McCauley & M. Fey (Eds), Treatment of language disorders in children (pp. 77-104). Baltimore, MD: Paul H. Brookes Publishing Co.

Glaspey, A. M. & Stoel-Gammon, C. (2005). Dynamic assessment in phonological disorders: The scaffolding scale of stimulability. Topics in Language Disorders: Clinical Perspectives on Speech Sound Disorders, 25(3), 220-230.

Glaspey, A.M. & Stoel-Gammon, C. (2007). A dynamic approach to phonological assessment. International Journal of Speech-Language Pathology, 9, 286-296.

Glennen, S. (2002). Pre-adoption questions for parents. Retrieved Feb 19, 2008, from http://pages.towson.edu/sglennen/PreAdoptionQuestions.htm

Glennen, S. (2005). New arrivals: Speech and language assessment for internationally adopted infants and toddlers within the first months home. Seminars in Speech and Language, 26, 10-21.

Glennen, S. (2007a). Predicting language outcomes for internationally adopted children. Journal of Speech-Language-Hearing Research, 50, 529-548.

Glennen, S. (2007b). International adoption speech and language mythbusters. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 14(3), 3-8.

Glennen, S. (2007c). Speech and language in children adopted internationally at older ages. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, 14(3), 17-20.

Glennen, S., & Bright, B. (2005). Five years later: Language in school-age internationally adopted children. Seminars in Speech and Language, 26, 86-101.

Glennen, S., & Masters, G. (2002). Typical and atypical language development in infants and toddlers adopted from Eastern Europe. American Journal of Speech-Language Pathology, 11, 417-433.

Glogowska, M. & Campbell, R. (2000). Investigating parental views of involvement in pre-school speech and language therapy. International Journal of Language and Communication Disorders, 35(3), 391–405.

Goldberg, S. (2006). Shedding your fears: Bedside etiquette for dying patients. Topics in Stroke Rehabilitation, 13, 63-67.

Golding-Kushner, K. J. (1995). Treatment of articulation and resonance disorders associated with cleft palate and VPI. In R. J. Shprintzen & J. Bardach (Eds), Cleft palate speech management: A multidisciplinary approach (pp. 327-351). St. Louis, MO: Mosby.

Golding-Kushner, K. J. (2001). Therapy techniques for cleft palate speech and related disorders. San Diego, CA: Singular.

Golding-Kushner, K. J. (2002). Velopharyngeal insufficiency (VPI) and Apraxia. Retrieved 22 Sept, 2013 from www.apraxia-kids.org/library/velopharyngeal-insufficiency-vpi-and-apraxia

Golding-Kushner, K. J. (2004). Treatment of sound system disorders associated with cleft palate speech. SID 5 Newsletter, 14, 16-19.

Golding-Kushner K. J. (2005). Speech and language disorders in velo-cardiofacial syndrome. In K. Murphy & P. Scambler (Eds), Velo-cardio-facial Syndrome: A Model for understanding microdeletion disorders, Cambridge University Press, Cambridge. 181-199.

Golding-Kushner K. J. (2012). Communication in Velo-cardio-facial Syndrome. In D. Landsman, Educating Children with Velo-Cardio-Facial Syndrome (Also Known as 22q11.2 Deletion Syndrome and DiGeorge Syndrome). 2nd Edition, Plural Publishing, San Diego, CA.

Golding-Kushner K. J. (2007, July).Teletherapy: using technology to solve the problem, Fourteenth International Scientific Meeting of the Velo-Cardio-Facial Syndrome Educational Foundation, Inc., Plano, Texas.

Golding-Kushner, K. J. & Shprintzen, R. (2011). Velo-cardio-facial Syndrome Volume 2: Treatment of Communication Disorders. Plural Publishing, Inc., San Diego, CA.

Goldman, R., & Fristoe, M.(1969). Goldman-Fristoe Test of Articulation. Circle Pines, MN: AGS.

Goldman, R., & Fristoe, M. (2000). Goldman-Fristoe Test of Articulation, 2nd Ed. Circle Pines, MN: American Guidance Service.

Goldsmith, J. A. (1972). Autosegmental phonology. MIT doctoral dissertation.

Goldstein, B. (1996). Error groups in Spanish speaking children. In Powell, T. W. (Ed.), Pathologies of speech and language: contributions of clinical phonetics and linguistics. New Orleans: International Clinical Phonetics and Linguistics Association.

Goldstein, B. (2000, November). Bilingual (Spanish-English) children with phonological disorders. Seminar presented at the Convention of the American Speech-Language-Hearing Association, Washington, DC.

Goldstein, B. (2006). Clinical implications of research on language development and disorders in bilingual children. Topics in Language Disorders, 26, 318-334.

Goldstein, B. & Bunta, F. (2012). Positive and Negative Transfer in the Phonological  Systems of Bilingual Speakers. International Journal of Bilingualism, 16, 388-401.

Goldstein, B., Bunta, F., Lange, J., Rodriguez, J., Burrows, L. (2010). The effects ofmeasures of language experience and language ability on segmental accuracy inbilingual children. American Journal of Speech-Language Pathology, 19, 238-247.

Goldstein, B. A., & Fabiano, L. (2006, Feb. 13). Assessment and intervention for bilingual           children with phonological disorders. The ASHA Leader, 12(2), 6-7, 26-27, 31.

Goldstein, B., Fabiano, L., & Washington, P. (2005). Phonological skills in predominantly English, predominantly Spanish, and Spanish-English bilingual children. Language, Speech, and Hearing Services in Schools, 36, 201-218.

Goldstein, B., & Iglesias, A. (2001). The effect of dialect on phonological analysis: Evidence from Spanish-speaking children. American Journal of Speech-Language Pathology, 10, 394–406.

Goldstein, B. & McLeod, S. (2012). Typical and atypical multilingual speech acquisition. In McLeod, S. & Goldstein, B. (Eds), Multilingual aspects of speech sound disorders in children (pp. 84-100). Clevedon, UK: Multilingual Matters.

Goldstein, K. (1948). Language and language disturbances. NY: Grune and Stratton.

Goodman, K. (1976). Reading: a psycholinguistic guessing game. In H. Singer & R. B. Ruddell (Eds), Theoretical models and processes of reading. Newark, DE: IRA.

Gordon-Brannan, M., Hodson, B., & Wynne, M. (1992). Remediating unintelligible utterances of a child with a mild hearing loss. American Journal of Speech-Language Pathology, 1, 28-38.

Gosling, A. S., & Westbrook, J. I. (2004). Allied health professionals' use of online evidence: a survey of 790 staff working in the Australian public hospital system. International Journal of Medical Informatics, 73(4), 391-401.

Granger, R. (2005). Word flips. Greenville, SC: Super Duper Publications.

Grech, H. (1998). Phonological development of normal Maltese speaking children.Unpublished doctoral dissertation, University of Manchester, UK.

Grech, H. & Dodd, B. (2008). Phonological acquisition in Malta: A bilingual learning context. International Journal of Bilingualism, 12, 155-171.

Grosjean, F. (2010). Bilingual: Life and reality. Cambridge, Mass: Harvard UniversityPress.

Grigos, M. I. & Kolenda, N. (2010). The relationship between articulatory control and improved phonemic accuracy in childhood apraxia of speech: A longitudinal case study. Clinical Linguistics & Phonetics, January 24(1), 17–40.

Gruber, F. A. (1999). Probability estimates and paths to consonant normalization in children with speech delay. Journal of Speech Language and Hearing Research, 42, 448-459.

Gruber, F. A., Lowery, S. D., Seung, H-K, & Deal, R. (2003). Approaches to speech/language intervention and the true believer. Journal of Medical Speech-Language Pathology, 11(2), 95-104.

Grunwell, P. (1975). The phonological analysis of articulation disorders. British Journal of Disorders of Communication, 10, 31-42.

Grunwell, P. (1981). The nature of phonological disability in children. New York: Academic.

Grunwell, P. (1983). Phonological development in phonological disability. Topics in Language Disorders, 3, 62-76.

Grunwell, P. (1985a).Phonological Assessment of Child Speech (PACS). Windsor: NFER-Nelson.

Grunwell, P. (1985b). Developing phonological skills. Child Language Teaching and Therapy, 1, 65-72. 1985a is in Chapter 1.

Grunwell, P. (1987). Clinical phonology, 2nd Ed. Baltimore: Williams & Wilkins.

Grunwell, P. (1989). Developmental phonological disorders and normal speech development: A review and illustration. Child Language Teaching and Therapy, 5, 304-319.

Grunwell, P. (1992). Process of phonological change in developmental speech disorders. Clinical Linguistics and Phonetics, 6, 101-122.

Grunwell, P. (1997). Developmental phonological disability: Order in disorder. In B. W. Hodson & M. L. Edwards (Eds), Perspectives in applied phonology. Gaithersburg, MD: Aspen Publications.

Guiberson, M., & Atkins, J. (2012). Speech-language pathologists’ preparation, practices, and perspectives on serving culturally and linguistically diverse children. Communication Disorders Quarterly, 33(3), 169-180.

Guisti Braislin, M., & Cascella, P. (2005). A preliminary investigation of the efficacy of oral motor exercises for children with mild articulation disorders. International Journal of Rehabilitation Research, 28, 263-266.

Guitar, B. (2014). Stuttering: an integrated approach to its nature and treatment. (4th edition). Philadelphia, PA: Lippincott Williams & Wilkins.

Gussenhoven, C., & Jacobs, H. (2011). Understanding phonology (3rd ed.). London: Hodder Education.

Habers, H. M., Paden, E. P., & Halle, J. W. (1999). Phonological awareness and production: Changes during intervention. Language, Speech and Hearing Services in Schools, 30, 50-60.

Haberstroh, S., Duffey, T., Evans, M., Gee, R., & Trepal, H. (2007). The experience of online counseling. Journal of Mental Health Counseling, 29, 269-282.

Hall C. & Golding-Kushner, K. J. (1989, June). Long-term follow-up of 500 patients after palate repair performed prior to 18 months of age. Sixth International Congress on Cleft Palate and Related Craniofacial Anomalies. Jerusalem, Israel. D. M. B.

Hall & D. Elliman (Eds) (2003). Health for all children, 4th Ed. Oxford University Press.

Hall, P. K., Hardy, J. C., & La Velle, W. E. (1990). A child with signs of developmental apraxia of speech with whom a palatal lift prosthesis was used to manage palatal dysfunction. Journal of Speech and Hearing Disorders, 55(3), 454-460.

Hall, P. K., Jordan, L. S. & Robin, D. A. (1993). Developmental Apraxia of Speech: Theory and Clinical Practice. Pro-Ed: Austin, Texas.

Halle, J. W., Ostrosky, M. M., & Hemmeter, M. L. (2006). Functional communication training: A strategy for ameliorating challenging behavior. In R. J. McCauley, & M. E. Fey (Eds), Treatment of language disorders in children (pp. 509-546). Baltimore, MD: Paul H. Brookes Publishing Co. 

Hammer, D. & Stoeckel, R. (2001). Teaching and Talking Together: Building a Treatment Team. Presentation at the annual convention of the American Speech-Language Hearing Association, New Orleans, Louisiana.

Hanson, M. L. (1983). Articulation. Philadelphia, PA: W. B. Saunders Co.

Harris, Z. (1951). Methods in structural linguistics. Chicago, IL: Chicago University Press.

Harrison, L. J. & McLeod, S. (2010). Risk and protective factors associated with speech and language impairment in a nationally representative sample of 4- to 5-year-old children.Journal of Speech, Language, and Hearing Research, 53(2), 508-529.

Hardin-Jones, M. A., & Jones, D. L. (2005). Speech production of preschoolers with cleft palate. Cleft Palate-Craniofacial Journal, 42, 7-13.

Harulow, S. (2013, August). RCSLT SIGs: the names they are a changing. RCSLT Bulletin.

Hase, M., Ingram, D. & Bunta, F. (2010). A comparison of two phonological assessment tools for monolingual Spanish-speaking children. Clinical Linguistics and Phonetics, 24, 346-356.

Hasson, N. & Joffe, V. (2007). The case for dynamic assessment in speech and language therapy. Child Language Teaching and Therapy. 23(1), 9-25.

Hatcher, P. J., Hulme, C. & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development.65, 41-57.

Hay, J., Warren, P., & Drager, K. (2006). Factors influencing speech perception in the context of merger-in-progress. Journal of Phonetics, 34(4), 58-84.

Hayden, D., Eigen, J., Walker, A. & Olsen, L. (2010). PROMPT: A tactually grounded model for the treatment of childhood speech production disorders. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds), Treatment for speech sound disorders in children (453-474)Baltimore: Brookes Publishing Company.

Hayden, D., & Square, P. (1999). Verbal Motor Production Assessment for Children, VMPAC. San Antonio, TX: PsychCorp.

Hayes, S., Savinelli, S., Roberts, E., & Caldito, G. (2007). Use of nonspeech oral motor treatment for functional articulation disorders. Early Childhood Services: An Interdisciplinary Journal of Effectiveness,1(4), 261-281.

Healy, T. J., & Madison, C. L. (1987). Articulation error migration: a comparison of single word and connected speech samples. Journal of Communication Disorders, 20, 129-136.

Hegde, M. N. (2002). Treatment procedures in speech-language pathology (3rd ed.) Austin, TX: Pro-Ed.

Hegde, M. N., & Peña-Brooks, A. (2007). Treatment Protocols for Articulation Disorders. San Diego, CA; Plural Publishing.

Helfrich-Miller. K. R. (1983). The use of melodic intonation therapy with developmentally apractic children: A clinical perspective. Journal of the Pennsylvania Speech-Language-Hearing Association. 11- 15.

Helfrich-Miller, K. R. (1984). Melodic intonation therapy with developmentally apraxic children. Seminars in Speech and Language,5, 119-125.

Helfrich-Miller, K. R. (1994). Clinical Perspective: Melodic Intonation Therapy for Developmental Apraxia. Clinics in Communication Disorders, 4(3), 175-82.

Henderlong, J., & Lepper, M.R. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin, 128(5), 774-795.

Henningsson, G. & Isberg, A. (1986). Velopharyngeal movements in patients alternating between oral and glottal articulation: a clinical and cineradiographical study. Cleft Palate Journal, 23,1-9.

Hersh, D. (2010). I can’t sleep at night with discharging this lady: The personal impact of ending therapy on speech-language pathologists. International Journal of Speech-Language Pathology, 12(4), 283–291.

Hesketh, A. (2004). Early literacy achievement of children with a history of speech problems. International Journal of Language and Communication Disorders, 39, 453-468.

Hesketh, A. (2010). Metaphonological Intervention. In A. L. Williams, S. McLeod & R. J. McCauley (Eds), Interventions for Speech Sound Disorders in Children (pp. 247-274). Baltimore: Brookes.

Hesketh, A., Adams, C., Nightingale, C., & Hall, R. (2000). Phonological awareness therapy and articulatory training approaches for children with phonological disorders: a comparative outcome study. International Journal of Language and Communication Disorders, 35, 337-354.

Hesketh, A., Dima, E., & Nelson, V. (2007). Teaching phoneme awareness to pre-literate children with speech disorder: a randomized controlled trial. International Journal of Language and Communication Disorders, 42(3), 251-271.

Hickok, G. & Poeppel, D. (2004). Dorsal and ventral streams: a framework for understanding aspects of the functional anatomy of language. Cognition, 92, 67–99.

Hickok, G., Houde, J. & Rong, F. (2011). Sensorimotor integration in speech processing: computational basis and neural organization. Neuron, 69, 407–422.

Highman, C. D., Hennessey, N. W., Leitão, S., & Piek, S. (2013). Early development in infants at risk of childhood apraxia of speech: A longitudinal investigation. Developmental Neuropsychology. 38(3), 197-210.

Highman, C., Hennessey, N., Sherwood, M., & Leitão, S. (2008). Retrospective parent report of early vocal behaviours in children with suspected childhood apraxia of speech. Child Language Teaching and Therapy, 24, 285-306.

Highman, C., Leitão, S., Hennessy, N., & Piek, J. (2012). Prelinguistic communication development in children with childhood apraxia of speech: A retrospective analysis, International Journal of Speech-Language Pathology, 14(1), 35–47.

Hixon, T., Hawley, J., & Wilson, K. (1982). The around-the-house device for the clinical determination of respiratory driving pressure: A note on making the simple even simpler. Journal of Speech and Hearing Disorders, 47, 413.

Hoch L., Golding-Kushner,K. J., Sadewitz, V. & Shprintzen R.J. (1986). Speech Therapy. In B. J. McWilliams (Ed.) Seminars in Speech and Language: Current Methods of Assessing and Treating Children with Cleft Palates, Thieme Inc., N.Y., 7(3) 313‑326.

Hodge, M. (2002). Nonspeech oral motor treatment approaches for dysarthria: Perspectives on a controversial clinical practice. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 12(4), 22-28.

Hodge, M. (2010).Intervention for developmental dysarthria. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds), Interventions for Speech Sound Disorders in Children(557-578). Baltimore, MD: Paul H. Brookes Publishing Co. 

Hodge, M. (November, 2011). University-community collaboration to advance practice and improve outcomes in complex childhood speech disorders. Paper presented at the Alberta Rehabilitation Conference, Edmonton, Canada.

Hodge, M. M. (2015). What can we learn about clinical practice from SLP’ experience using NS-OME in children’s speech therapy? In C. Bowen, Children's speech sound disorders (2nd ed.). Oxford: Wiley-Blackwell, pp. 232-6.

Hodge, M., Salonka, R., & Kollias, S. (2005). Use of nonspeech oral-motor exercises in children’s speech therapy. Poster presented at the American Speech-Language-Hearing Association Convention, San Diego, CA.

Hodson, B. (1980).The Assessment of Phonological Processes. Danville, Illinois: Interstate.

Hodson, B. (1982). Remediation of speech patterns associated with low levels of phonological performance. In M. Crary (Ed.).Phonological intervention, concepts and procedures. San Diego: College-Hill Press Inc.

Hodson, B. (1992). Clinical forum: Phonological assessment and treatment. Applied phonology: Constructs, contributions and issues. Language, Speech, and Hearing Services in Schools, 23, 247 -253.

Hodson, B. (2003). Hodson Computerized Analysis of Phonological Patterns. Wichita, KS: PhonoComp Publishers.

Hodson, B. (2004). Hodson Assessment of Phonological Patterns, 3rd Ed. Austin, TX: Pro-Ed.

Hodson, B. (2007, 2010). Evaluating and enhancing children’s phonological systems: Research and theory to practice. Wichita, KS: PhonoComp Publishers.

Hodson, B. (2011, April 05). Enhancing Phonological Patterns of Young Children with Highly Unintelligible Speech. The ASHA Leader, 16-19.

Hodson, B. W., & Paden, E. P. (1981). Phonological processes which characterize unintelligible and unintelligible speech in early childhood. Journal of Speech and Hearing Disorders, 46, 369-373.

Hodson, B. W., & Paden, E. P. (1983). Targeting intelligible speech: A phonological approach to remediation.San Diego: College-Hill Press.

Hodson, B.W., & Paden, E. P. (1991). Targeting intelligible speech: A phonological approach to remediation, 2nd Ed. Austin, TX: Pro-Ed.

Hoffman, P. R. (1992). Synergistic development of phonetic skill. Language, Speech, and Hearing Services in Schools, 23, 254-260.

Hoffman, P. R. (1993). A whole-language treatment perspective for phonological disorder. Seminars in Speech and Language, 14, 142-151.

Hoffman, P. R., Daniloff, R. G., Bengoa, D., & Schuckers, G. (1985). Misarticulating and normally articulating children's identification and discrimination of synthetic [r] and [w]. Journal of Speech and Hearing Disorders, 50, 46-53.

Hoffman, P. R. & Norris, J. A. (2010). Whole Language (Dynamical Systems) Phonological Intervention. (pp. 347-382). In A. L. Williams, S. McLeod, & R. J. McCauley (Eds) Interventions for Speech Sound Disorders. Baltimore, MD: Paul H. Brookes Publishing Co.

Hoffman, P. R., Stager, S., & Daniloff, R. G. (1983). Perception and Production of Misarticulated /r. Journal of Speech and Hearing Disorders, 48(2), 210-215.

Holder, W. (1669). The elements of speech, an essay of inquiry into the natural production of letters: with an appendix concerning persons deaf and dumb. London: John Martyn.

Holland, A. L. (2007). Counseling in communicative disorders: A wellness perspective. San Diego, CA: Plural.

Holland, A., & Fridriksson, J. (2001). Aphasia management during the early phases of recovery following stroke. American Journal of Speech-Language Pathology, 10, 19-28.

Holm, A., Crosbie, S., & Dodd, B. (2007). Differentiating normal variability from inconsistency in children's speech: normative data. International Journal of Language and Communication Disorders. 42(4), 467 – 486.

Holm, A., & Dodd, B. (2006). Phonological development and disorder of bilingual children acquiring Cantonese and English. In H. Zhu & B. Dodd (Eds), Phonological development and disorders in children: A multilingual perspective (pp. 286-325). Clevedon, UK: Multilingual Matters.

Holm, A., & Dodd, B. (1999a). A longitudinal study of the phonological development of two Cantonese-English bilingual children. Applied Psycholinguistics, 20, 349-376.

Holm, A., & Dodd, B. (1999b). An intervention case study of a bilingual child with aphonological disorder. Child Language Teaching & Therapy, 15, 139–158.

Holm, A. & Dodd, B. (2011). A novel intervention for non-developmental speech disorders: Preliminary evidence. Child Language Seminar, July,City University, London.

Holm, A., Dodd, B., & Ozanne, A. (1997). Efficacy of intervention for a bilingual child making articulation and phonological errors. International Journal of Bilingualism, 1, 55–69.

Holm, A., Dodd, B., Stow, C., & Pert, S. (1998). Speech disorder in bilingual children: Four case studies. Osmania Papers in Linguistics, 22-23, 46-64.

Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S. & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children 71: 65–180. Retrieved Nov 30, 2013 from: www.freewebs. com/lowvisionstuff/Single_Subject.pdf.

Howard, S. & Heselwood, B. (2013). The contribution of phonetics to the study of vowel development and disorders. In M. J. Ball & F. E. Gibbon (Eds), Handbook of Vowels and Vowel Disorders, (pp. 61-112). Psychology Press: Hove.

Howell, J. & Dean. E. (1994). Treating phonological disorders in children: Metaphon theory to practice. London: Whurr Publishers.

Hulme, C., Bowyer-Crane, C., Carroll, J. M., Duff, F. J., & Snowling, M. J. (2012). The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read: Combining Intervention Studies With Mediation Analyses. Psychological Science, 23(6), 572-577.

Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82, 2-28.

Hunt, J. (1961). Intelligence and Experience. New York: Rowland Press.

Individuals with Disabilities Education Improvement Act [IDEA] (2004). Public Law 108–446. 20 USC 1400. 108th Congress.

Ingram, D. (1974). Phonological rules in young children. Journal of Child Language, 1, 49-64.

Ingram, D. (1976).Phonological disability in children. London: Edward Arnold.

Ingram, D. (1981). Procedures for the Phonological Analysis of Children’s Language. Baltimore: University Park Press.

Ingram, D. (1983). Case studies of phonological disability. Topics in Language Disorders, 3(2), p.1.

Ingram, D. (1989a). Phonological disability in children,2nd Ed. London: Cole & Whurr Publishers.

Ingram, D. (1989b). First language acquisition: Method, description and explanation. Cambridge: Cambridge University Press.

Ingram, D. (1997). Generative phonology. In R. D. Kent & M. J. Ball (Eds) The new phonologies: Developments in clinical linguistics. San Diego, CA: Singular Press, 7-33.

Ingram, D. (1998). Research-practice relationships in speech-language pathology. Topics in Language Disorders, 18, 2, 1–9.

Ingram, D. & Ingram, K. (2001). A whole word approach to phonological intervention. Language, Speech and Hearing Services in Schools, 32, 271-283.

Ingram, D. (2002). The measurement of whole word productions. Journal of Child Language, 29, 1-21.

Ingram, D. (2012, November). A Comparison of Two Measures of Correctness: PCC & PWP. Paper presented at the annual meeting of the American Speech-Language-Hearing Association, San Diego.

International Expert Panel on Multilingual Children’s Speech (2012). Multilingual children with speech sound disorders: Position paper. Bathurst, NSW: Research Institute for Professional Practice, Learning & Education (RIPPLE), Charles Sturt University. Retrieved 15 Nov, 2013 from www.csu.edu.au/research/multilingual-speech/position-paper.

Irwin, D., Pannbacker, M., Powell, T. W., & Vekovius, G. T. (2007). Ethics for speech-language pathologists and audiologists: An illustrative casebook. Clifton Park, NY: Thomson Delmar Learning.

Isberg, A., & Henningsson, G. (1987). Influence of palatal fistulas on velopharyngeal movements: A cineradiographic study. Plastic and Reconstructive Surgery, 79, 525-530.

Iuzzini, J. & Forrest, K. (2010). Evaluation of a combined treatment approach for childhood apraxia of speech. Clinical Linguistics & Phonetics, 24(4–5), 335–345.

Jacobson, J. W., Foxx, R. M., & Mulick, J. A. (2005). Controversial therapies for developmental disabilities: Fad fashion and science in professional practice. Mahwah, NJ: Lawrence Erlbaum Associates.

Jacks, A., Marquardt, T. P. & Davis, B. (2013). Vowel production in childhood and acquired apraxia of speech. In M. J. Ball & F. E. Gibbon (Eds), Handbook of Vowels and Vowel Disorders, (pp. 326-346). Psychology Press: Hove.

Jakielski, K. J., Kostner, T. L. & Webb, C. E. (2006, June). Results of integral stimulation intervention in three children. Paper presented at the 5th International Conference on Speech Motor Control. Nijmegen: the Netherlands.

Jakobson, R. (1941/1968). Child language, aphasia and phonological universals. The Hague: Mouton.

James, D. G. H. (2006). Hippopotamus is so hard to say: Children's acquisition of polysyllabic words. Unpublished PhD thesis, University of Sydney, Sydney.

James, D. G. H., van Doorn, J., McLeod, S., & Esterman, A. (2008). Patterns of consonant deletion in typically developing children aged 3 to 7 years, International Journal of Speech-Language Pathology. 10(3), 179-192.

Jamieson, D. G., & Rvachew, S. (1992). Remediation of speech production errors with sound identification training. Journal of Speech-Language Pathology and Audiology, 16, 201-210.

Jansen, L., Rasekaba, T., Presnell, S., & Holland, A. E. (2012). Finding evidence to support practice in allied health: Peers, experience and the internet. Journal of Allied Health, 41(4), 154-161.

Jewett, J. (2003, May 23). A labor of love in Bosnia, The ASHA Leader, 11(7), 20-21, 27.

Joffe, V. L. (2008). Minding the gap between research and practice in developmental language disorders. In V. L. Joffe, M. Cruice, & S. Chiat (Eds),Language disorders in children and adults: new issues in research and practice. London: John Wiley.

Joffe, V. L. (2009). A survey of clinical practice in the UK. In C. Bowen, Children's speech sound disorders. Oxford: Wiley-Blackwell, pp. 175-179.

Joffe, B. & Serry, T. (2004). The evidence base for the treatment of articulation and phonological disorders in children. In S. Reilly, J. Douglas & J. Oates (Eds), Evidence Based Practice in Speech Pathology. London: Whurr Publishers.

Joffe, V. L., & Pring, T. (2008). Children with phonological problems: A survey of clinical practice. International Journal of Language and Communication Disorders. 43(2), 154-164.

Johnson, C. A., Weston, A. D., & Bain, B. A. (2004). An objective and time-efficient method for determining severity of childhood speech delay. American Journal of Speech-Language Pathology, 13, 55-65.

Johnson, C. J. (2006). Getting Started in Evidence-Based Practice for Childhood Speech-Language Disorders. American Journal of Speech-Language Pathology, 15(1), 20-35.

Johnson, D. E. (2000). Medical and developmental sequelae of early childhood institutionalization in Eastern European adoptees. In C.A. Nelson (Ed.), the Minnesota Symposia on Child Psychology: The Effects of Early Adversity on Neurobehavioral Development (Vol. 31, pp., 113-162. Minnesota Symposium on Child Psychology.

Jones, D. L., Hardin-Jones, M. A., & Brown, C. (2011, November). Aerodynamic requirements for blowing novelty horns. Poster presented at the annual convention of the American Speech-Language-Hearing Association, San Diego, CA.

Jones, M., Onslow, M., Packman, A., Williams, S., Ormond, T., Schwarz, I., & Gebski, V. (2005). Randomised controlled trial of the Lidcombe programme of early stuttering intervention. BMJ, 331(7518), 659.

Jongman, A., Wayland, R. & Wong, S. (2000). Acoustic characteristics of English fricatives. Journal of the Acoustical Society of America, 108, 1252-1263.

Kabat-Zinn, J. (2005). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness (15th anniv. ed.). New York, NY: Delta.

Kamhi, A. G. (1992). The need for a broad-based model of phonological disorders. Language, Speech, and Hearing Services in Schools, 23, 261-268.

Kamhi, A. (2004). A meme’s eye view of speech-language pathology. Language, Speech, and Hearing in the Schools, 35, 105-111.

Kahmi, A. G. (2006a). Prologue: Combining research and reason to make treatment decisions. Language Speech and Hearing Services in Schools, 37(4), 255-257.

Kamhi, A. G. (2006b). Treatment decisions for children with speech-sound disorders. Language, Speech, and Hearing Services in Schools, 37(4), 271-279.

Kamhi, A. G. (2011). Balancing certainty and uncertainty in clinical practice. Language, Speech, and Hearing Services in Schools, 42(1), 59-64.

Kamhi, A. G. & Pollock, K. E. (Eds), (2005). Phonological disorders in children: Clinical decision making in assessment and intervention. Baltimore: Paul H. Brookes Publishing Co. 

Katz, L. A., Maag, A., Fallon, K. A., Blenkarn, K., & Smith, M. K. (2010). What makes a caseload (un)manageable? School-based speech-language pathologists speak. Language, Speech, and Hearing Services in Schools. (41)2, 139-151.

Kaufman, N. (1995). Kaufman Speech Praxis Test. Detroit, MI: Wayne State University Press.

Kaufman, N. (1998a). Kaufman speech praxis treatment kit for children, basic level. Michigan: Northern Speech Services

Kaufman, N. (1998b). Kaufman speech praxis treatment kit for children, advanced level. Gaylord, MI: Northern Speech Services.

Kaufman, N. (2005). Kaufman Speech Praxis Workout Book. Gaylord, MI: Northern Speech Services.

Keeling, M. & Keeling, K. J. (2006). CLEAR Phonology Screening Assessment. Second edition. Spilsby, Lincolnshire: CLEAR Resources.

Kehoe, M. (2001). Prosodic patterns in children's multisyllabic word patterns. Language, Speech, and Hearing Services in Schools, 32, 284-294.

Kehoe, M., Trujillo, C., & Lleó, C. (2001). Bilingual phonological acquisition: An analysis of syllable structure and VOT. In K.F. Cantone & M.O. Hinzelin (Eds), Proceedings of the colloquium on structure, acquisition and change of grammars: Phonological and syntactic aspects (pp. 38-54). Universität Hamburg: Arbeiten zur Mehrsprachigkeit.

Kennard, G. (1997). Signalong: Basic Vocabulary. Phase 1. UK: Signalong Group.

Kenny, B., Lincoln, M., & Balandin, S. (2010). Experienced speech-language pathologists’ responses to ethical dilemmas: An integrated approach to ethical reasoning. American Journal of Speech-Language Pathology, 19, 121-134.

Kent, R. (2004). The uniqueness of speech among motor systems. Clinical Linguistics & Phonetics, 18, 495-505.

Kent. R. (2006). Normal aspects of articulation. In J. E. Bernthal & N. W. Bankson (Eds), Articulation and phonological disorders, Fourth Edition, pp. 1-62. Boston, MA: Allyn & Bacon.

Kerridge, I., Lowe, M., & Henry, D. A. (1998). Ethics and Evidence-Based Medicine, British Medical Journal, 316, 1151-1153.

Khan, L., & Lewis, N. (1983). Khan–Lewis phonological analysis. Circle Pines, MN: AGS.

Khan, L. M. L., & Lewis, N. P. (2002). Khan–Lewis. Phonological Analysis, 2nd Ed. Circle Pines, MN: American Guidance Service.

Kilminster, M. G. E., & Laird, E. M. (1978). Articulation development in children aged three to nine years. Australian Journal of Human Communication Disorders, 6(1), 23-30.

Kim, J., & Chin, S. B. (2008). Fortition and lenition patterns in the acquisition of obstruents by children with cochlear implants. Clinical Linguistics & Phonetics, 22,233-251.

Kim, M., & Pae, S. (2005). The percentage of consonant correct and the ages of consonantal acquisition for [the] “Korean Test of Articulation for Children” [in Korean]. Korean Journal of Speech Sciences, 12 (2), 139-152.

Kim, M., & Pae, S. (2007). Korean speech acquisition. In S. McLeod (Ed.), The international guide to speech acquisition (pp. 472‐482). Clifton Park, NY: Thomson Delmar Learning.

Kiparsky, P., & Menn, L. (1977). On the acquisition of phonology. In J. Macnamara (Ed.). Language learning and thought. New York: Academic Press.

Kiran, S. (2007). Complexity in the Treatment of Naming Deficits. American Journal of Speech-Language Pathology, 16(1), 18-29.

Kishon-Rabin, L., Taitelbaum-Swead, R., Ezrati-Vinacour, R., Kronnenberg, J., & Hildesheimer, M. (2004). Pre-first word vocalizations of infants with normal hearing and cochlear implants using the PRISE.International Congress Series. Cochlear Implants. Proceedings of the VIII International Cochlear Implant Conference, 1273, 360-363.

Klein, E. S. (1996a). Phonological/traditional approaches to articulation therapy: A retrospective group comparison. Language, Speech and Hearing Services in Schools, 27, 314-323.

Klein, E. S. (1996b). Clinical phonology: Assessment and treatment of articulation disorders in children and adults. San Diego, CA: Singular Publishing Group, Inc.

Klein, H., Lederer, S., & Cortese, E. (1991). Children’s knowledge of auditory/articulator correspondences: Phonologic and metaphonologic. Journal of Speech and Hearing Research, 34, 559-564.

Kleinman, A. (1988). The illness narratives: Suffering, healing, and the human condition. New York, NY: Basic Books.

Klopfenstein, M.(2009). Interaction between prosody and intelligibility. International Journal of Speech-Language Pathology, 11, 326–331.

Knowles, M. S. (1970). The Modern Practise of Adult Education: Andragogy Versus pedagogy. New York Association Press.

Koegel, L., Koegel, R., & Ingham, J. (1986). Programming rapid generalization of correct articulation through self-monitoring procedures. Journal of Speech and Hearing Disorders, 51, 24-32.

Kohnert, K. (2008). Language disorders in bilingual children and adults. San Diego: Plural Publishing.

Kohnert, K. & Derr, A. (2012). Language Intervention with Bilingual Children. In B. Goldstein (Ed.). Bilingual language development and disorders in Spanish-English speakers (2nd edition) (pp. 337-356). Baltimore: Paul H. Brookes Publishing Co.

Kohnert, K., Yim, D., Nett, K., Kan, P. F., & Duran, L. (2005). Intervention with Linguistically diverse preschool children: A focus on developing home language(s). Language, Speech, and Hearing Services in Schools, 36, 251-263.

Kollias, S. & Lester, R. (2004). Nonspeech oral motor exercises in children’s speech therapy: Clinicians’ opinions and experiences. Unpublished manuscript. University of Alberta, Edmonton, AB.

Kotz, S.A. & Schwartze, M. (2010). Cortical speech processing unplugged: a timely subcortico-cortical framework. Trends in Cognitive Sciences, 14, 392–399.

Kubler-Ross, E. (1969). On death and dying. New York, NY: Macmillan.

Kuehn D. (1991). New therapy for treating hypernasal speech using continuous positive airway pressure (CPAP). Plastic and Reconstructive Surgery, 88(6), 959-966.

Kuehn, D. (1997). The development of a new technique for treating hypernasality: CPAP. American Journal of Speech-Language Pathology, 6(4), 5-8.

Kuhl, P. K., Conboy, B. T., Padden, D., Nelson, T., & Pruitt, J. (2005). Early speech perception and later language development: implications for the critical period. Language Learning and Development,1, 237-264.

Kuhn, T. S. (1962). The Structure of Scientific Revolutions. Chicago: The University of Chicago Press.

Kuhn, T. S. (1977). The Essential Tension: Selected Studies in Scientific Tradition and Change. Chicago: University of Chicago Press.

Kummer, A. W. (2001a). Perceptual assessment. In A. W. Kummer (Ed.), Cleft palate and craniofacial anomalies:The effects of speech and resonance (pp. 265-292). San Diego, CA: Singular.

Kummer, A. W. (2001b). Speech therapy for effects of velopharyngeal dysfunction. In A. W. Kummer (Ed.), Cleft palate and craniofacial anomalies: The effects of speech and resonance (pp. 459-482). San Diego, CA: Singular.

Kummer A. W. (2008). Cleft Palate and Craniofacial Anomalies: Effects on Speech and Resonance, 2nd Ed. Clifton Park, NY: Thomson Delmar Learning.

Kummer, A. W. (2014). Speech and resonance assessment. Cleft Palate and Craniofacial Anomalies 3rd edition, Clifton Park, NY: Delmar Cengage Learning.

Kummer, A. W., Strife, J. L., Grau, W. H., Creaghead, N. A. & Lee, L. (1989). The effects of Le Fort I osteotomy with maxillary advancement on articulation, resonance, and velopharyngeal function. Cleft Palate Journal, 26, 193-199.

Kuo, J., & Hu, X. (2002). Counseling Asian American adults with speech, language, and swallowing disorders. Contemporary Issues in Communication Science and Disorders, 29, 35-42.

Kwiatkowski, J. & Shriberg, L. D. (1993). Speech normalization in developmental phonological disorders: A retrospective study of capability-focus theory. Language, Speech, and Hearing Services in Schools, 24, 10-18.

Kwiatkowski, J. & Shriberg, L. D. (1998). The capability-focus treatment framework for child speech disorders. American Journal of Speech-Language Pathology, 7, 27-38.

Labov, W. (1994-2001). Principles of Linguistic Change (2 vols.). Oxford, Blackwell.

Laing, S. P., & Espeland, W. (2005). Low intensity phonological awareness training in a preschool classroom for children with communication impairments. Journal of Communication Disorders, 38, 65-82.

Lancaster, G. (1991). The effectiveness of parent administered input training for children with phonological disorders. Unpublished Master’s thesis, City University, London.

Lancaster, G. (2007). Developing Speech and Language Skills, London: David Fulton Publishers, Routledge.

Lancaster, G. (2015). Implementing Auditory Input Therapy. In C. Bowen, Children's speech sound disorders (2nd ed.). Oxford: Wiley-Blackwell, pp. 184-8.

Lancaster, G., S., Levin, A., Pring, T. & Martin, S. (2010). Treating children with phonological problems: Does an eclectic approach to therapy work? International Journal of Language and Communication Disorders 45(2), 174-181.

Lancaster, G. & Pope, L. (1989). Working with children’s phonology. Oxon: Winslow Press.

Lane H,, & Tranel B. (1971). The Lombard sign and the role of hearing in speech. The Journal of Speech and Hearing Sciences, 14, 677-709.

Lane, H., & Perkell, J. S. (2005). Control of voice-onset time in the absence of hearing: a review. Journal of Speech Language & Hearing Research, 48(6), 1334-1343.

Langacker, R. (1987). Foundations of cognitive grammar.Volume I: Theoretical prerequisites. Stanford: Stanford University Press.

Langacker, R. (2000). A dynamic usage-based model. In M. Barlow & S. Kemmer (eds.), Usage-based models of language (pp. 1-63). Stanford: CSLI Publications.

Langdon, H. W. & Cheng, L. L (2002). Collaborating with interpreters and translators in the communication disorders field. Eau Claire, WI: Thinking Publications.

Larroudé, B. (2004). Multicultural-multilingual group sessions: Development of functional communication. Topics in language disorders, 24, 137-140.

Larson, V. L. & McKinley, N. L. (2003). Communication Solutions for Older Students: Assessment and Intervention Strategies. Eau Claire, WI: Thinking Publications.

Larrivee, L. S., & Catts, H. W. (1999). Early reading achievement in children with expressive phonological disorders, American Journal of Speech-Language Pathology, 8, 118-128.

Lass, N. J., & Pannbacker, M. (2008). The application of evidence-based practice to oral motor treatment. Language, Speech, and Hearing Services in Schools, 39(3), 408-421.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Law, J., Boyle, J., Harris, F., Harkness, A. & Nye, C. (1998). Screening for Speech and Language Delay: A Systematic Review of the Literature. Health Technology Assessment, 2(9), 1-184.

Law, J., Garrett, Z., & Nye, C. (2003). Speech and language therapy interventions for children with primary speech and language delay or disorder. Cochrane Database of Systematic Reviews, Issue 3. Art. No.: CD004110.

Law, J., Garrett, Z., & Nye, C. (2004). The efficacy of treatment for children with developmental speech and language delay/disorder: A meta-analysis. Journal of Speech, Language and Hearing Research, 47, 924-943.

Law, J., Plunkett, C., & The Nuffield Speech and Language Review Group (2009). The interaction between behaviour and speech and language difficulties: Does intervention for one affect outcomes in the other? London: Evidence for Policy and Practice Information and Co-ordinating Centre (EPPI Centre).

Law, J., Plunkett, C. C. & Stringer, H. (2012). Communication Interventions and Their Impact on Behaviour in the Young Child: A Systematic Review. Child Language Teaching and Therapy, 28(1), 7-23.

Law, J., Reilly, S., & Snow, P. (2013). Speech, language and communication need in the context of public health: A new direction for the speech and language therapy profession. International Journal of Language and Communication Disorders.48(5), 486-496.

Leahy, J., & Dodd, B. (1987). The development of disordered phonology: A case study. Language and Cognitive Processes, 2(2), 115-132.

Lee, A. S-Y., & Gibbon, F. E. (2011). 'Non-speech oral motor treatment for developmental speech sound disorders in children (Protocol)'. Cochrane Database of Systematic Reviews 2011, (10). Art. No.: CD009383.

Lee, S. A. S., & Iverson, G. K. (2012). Stop consonant productions of Korean-English bilingual children. Bilingualism: Language and Cognition, 15(2), 275-287.

Leitão, S., Hogben, J., & Fletcher, J. (1997). Phonological processing skills in speech and language impaired children. European Journal of Disorders of Communication, 32(2), 91-113.

Leiter, V. (2004). Dilemmas in sharing care: maternal provision of professionally driven therapy for children with disabilities. Social Science & Medicine, 58, 837-849.

Leopold, W.F., (1947). Speech development of a bilingual child, Vol. 2. Sound learning in the first two years. Evanston: Northwestern University Press.

Leppänen, P. H. T., Pihko, E., Eklund, K. M., Lyytinen, H. (1999). Cortical responses of infants with and without a genetic risk for dyslexia: II. Group effects. NeuroReport, 10, 969-973.

Lewin, K. (1951). Field theory in social science: Selected theoretical papers. New York, NY: Harper & Row.

Lewis, B. A., & Freebairn, L. (1992). Residual effects of preschool phonology disorders in grade school, adolescence and adulthood. Journal of Speech and Hearing Research, 35, 819-831.

Lewis, B. A., Avrich, A. A., Freebairn, L. A., Hansen, A. J., Sucheston, L. E., Kuo, I., Taylor, H. G., Iyengar, S. J., & Stein, C. M. (2011). Literacy Outcomes of Children With Early Childhood Speech Sound Disorders: Impact of Endophenotypes. Journal of Speech, Language, and Hearing Research, 54(6), 1628-1643.

Lewis, B., Freebairn, L., Hansen, A., Iyengar, S., & Taylor, H. (2004). School-age follow-up of children with childhood apraxia of speech. Language, Speech, and Hearing Services in Schools, 35, 122-140.

Lewis, B. A., Freebairn, L., & Taylor, H. G. (2000). Follow-up of children with early expressive phonology disorders. Journal of Learning Disabilities, 33(5), 433-444.

Lewis, B. A., Freebairn, L. A., & Taylor, H. G. (2002). Correlates of spelling abilities in children with early speech sound disorders. Reading and Writing: An Interdisciplinary Journal, 15, 389-407.

Lewis, B.A., Freebairn, L. A., Hansen, A. J., Iyengar, S. K. & Taylor, H. G. (2004). School-age follow-up of children with childhood apraxia of speech. Language, Speech, and Hearing Services in Schools, 35, 122-140.

Lewis, J. R., Andeassen, M. L., Leeper, H. A., Macrae, D. L., & Thomas, J. (1993). Vocal characteristics of children with cleft lip/palate and associated velopharyngeal incompetence. Journal of Otolaryngology, 22:113-117.

Liberman, A. M. (1996). Speech: A special code. Cambridge, MA: MIT Press.

Liberman, M. & Prince, A. (1977). On stress and linguistic rhythm. Linguistic Inquiry, 8, 249-336.

Limbrick, N., McCormack, S. & McLeod, S. (2013). Designs and decisions: The creation of informal measures for assessing speech production in children. International Journal of Speech-Language Pathology, 15(3), 296-311.

McCabe, P. & Ballard, K. (2015). The ReST program. In C. Bowen, Children's speech sound disorders (2nd ed.). Oxford: Wiley-Blackwell, pp. 368-71.

Lidz, C. S. & Peña, E. D. (1996). Dynamic assessment: The model, its relevance as a nonbiased approach, and its application to Latino American preschool children. Language, Speech and Hearing Services in Schools, 27, 367-372.

Lieu, J. E. C. (2004). Speech-language and educational consequences of unilateral hearing loss in children. Arch Otolaryngol Head Neck Surg. 130(5), 524-530.

Lim, S. Y. & Simser, J. (2005). Auditory-verbal therapy for children with hearing impairment. Annals, Academy of Medicine, Singapore, 34(4), 307-12.

Linville, S. (1998). Acoustic correlates of perceived versus actual sexual orientation in men's speech. Pholia Phoniatrica et Logopaedica, 50, 35-48.

Lippke, B. A., Dickey, S. E., Selmar, J. W., & Soder, A. L. (1997). Photo-Articulation Test (3rd ed.). Austin, TX: Pro-Ed.

Litchfield, R., & MacDougall, C. (2002). Professional issues for physiotherapists in family-centred and community-based settings. Australian Journal of Physiotherapy, 48, 105-112.

Lleó, C., Kuchenbrandt, I., Kehoe, M., & Trujillo, C. (2003). Syllable final consonants in Spanish and German monolingual and bilingual acquisition. In: N. Müller (Ed.), Vulnerable domains in multilingualism (pp. 191-220). Amsterdam, Philadelphia: John Benjamins.

Lloyd, S. & Wernham, S. (1992). The Phonics Handbook, (1994 onwards) Jolly Phonics. Chigwell, Essex, UK: Jolly Learning Ltd.

Locke, J. L. (1980). The inference of speech perception in the phonologically disordered child. Part II: Some clinically novel procedures, their use, some findings. Journal of Speech and Hearing Disorders, 45, 445-468.

Locke, J. L. (1983a). Clinical phonology: The explanation and treatment of speech sound disorders. Journal of Speech and Hearing Disorders, 48, 339-341.

Locke, J. L. (1983b). Phonological acquisition and change. New York: Academic.

Locke, J. L. (1993c). The child's path to spoken language. Cambridge, MA: Harvard University.

Lof, G. L. (1996). Factors associated with speech-sound stimulability. Journal of Communication Disorders, 29, 255-278.

Lof, G. L. (2002). Special forum on phonology: Two comments on this assessment series. American Journal of Speech-Language Pathology, 11, 255-256.

Lof, G. L. (2003). Oral motor exercises and treatment outcomes. Perspectives on Language, Learning and Education, 10(1), 7-12.

Lof, G. L. (2008). Introduction to controversies about the use of nonspeech oral motor exercises. Seminars in Speech and Language, 29(4), 253-256.

Lof, G. L. (2011). Science-based practice and the speech-language pathologist. International Journal of Speech-Language Pathology, 13(3), 189-196.

Lof, G. & Ruscello, D. (2013, October). Don’t blow this therapy session! Perspectives in Speech Science and Orofacial Disorders. 38-48

Lof, G. L., & Watson, M. M. (2004, November). Speech-language pathologists’ use of nonspeech oral-motor drills: National survey results. Poster presented at the American Speech-Language-Hearing Association Convention, Philadelphia, PA.

Lof, G. L., & Watson, M. M. (2008). A nationwide survey of non-speech oral motor exercise use: Implications for evidence-based practice. Language, Speech, and Hearing in Schools, 39(3), 392-407.

Lof, G. L., & Watson, M. (2010). Five reasons why nonspeech oral-motor exercises do not work. Perspectives in Language and Learning, 11,109-117.

Lohman, P. (2000). Results of summer 2000 apraxia-kids parental survey. Retrieved 10 Sept, 2013, from http://www.apraxia-kids.org/library/results-of-summer-2000-apraxia-kids-parental-survey/

Loncar-Belding, L. (1998). Take HomeOral-Motor Exercises. East Moline, IL: LinguiSystems.

Londei, A., D'Ausilio, A., Basso, D., Sestieri, C., Gratta, C.D., Romani, G. L. & Belardinelli, M. O. (2010). Sensory-motor brain network connectivity for speech comprehension. Human Brain Mapping, 31, 567–580.

Long, S. H.(2007). Computerized Profiling (Version 9.7.0) [Computer software]. Arcata, CA: Author. Retrieved 25 Nov, 2013 from www.computerizedprofiling.org.

Lowe, R. J. (1993). Speech-language pathology and related professions in the schools. Boston: Allyn & Bacon.

Lowe, R. J. (1994). Phonology: Assessment and intervention application in speech pathology. Baltimore: Williams & Wilkins.

Lowe, R. J. (2000). ALPHA-R: Assessment Link between Phonology and Articulation – Revised. Mifflinville, PA: ALPHA Speech & Language Resources.

Lowe, R. J. (2002). Workbook for the identification of phonological processes and distinctive features, 3rd Ed. Austin, TX: Pro-Ed.

Lowe, R. J. & Weitz, J. (1992a). Activities for the remediation of phonological disorders. Dekalb, Ill: Janelle Publications, Inc.

Lowe, R. J. & Weitz, J. (1992b). Picture resources for the remediation of articulation and phonological disorders. Dekalb, Ill: Janelle Publications, Inc.

Ludlow, C., Hoit, J., Kent, R., Ramig, L., Shrivastav, R., Strand, E., Yorkston, K., & Sapienza, C. (2008). Translating principles of neural plasticity into research on speech motor control recovery and rehabilitation. Journal of Speech, Language, and Hearing Research, 51, S240-S258.

Lum, C. (2002). Scientific thinking in speech and language therapy. Mahwah, NJ: Lawrence Erlbaum Associates.

Luterman, D. M. (2008). Counseling persons with communication disorders and their families (5th ed.). Austin, TX: Pro-Ed.

Luterman, D., & Kurtzer-White, E. (1999). Identifying hearing loss: Parents’ needs. American Journal of Audiology, 8, 13-18.

Maas, E. (2010). Conditions of practice and feedback in treatment for apraxia of speech. Perspectives on Neurophysiology and Neurogenic Speech and Language Disorders, 20(3), 81-87.

Maas, E., Barlow, J., Robin, D., & Shapiro, L. (2002). Treatment of sound errors in aphasia and apraxia of speech: Effects of phonological complexity. Aphasiology, 16(4/5/6), 609-622.

Maas, E., Butalla, C. E., Farinella, K. A. (2012). Feedback Frequency in Treatment for Childhood Apraxia of Speech. Journal of Speech, Language, and Hearing Research, 55(2), 561-578.

Maas, E., Robin, D. A., Austermann Hula, S. N., Freedman, S. E., Wulf, G., Ballard, K. J., & Schmidt, R. A. (2008). Principles of motor learning in treatment of motor speech disorders. American Journal of Speech-Language Pathology, 17(3), 277-298.

Maassen B. (2002). Issues contrasting adult acquired versus developmental apraxia of speech. Seminars in Speech and Language, 23, 4, 257-66.

Maassen, B., Groenen, P. & Crul, T. (2003). Auditory and phonetic perception of vowels in children with apraxic speech disorders. Clinical Linguistics and Phonetics, 17, 447-467.

MacKean, G., Thurston, W., & Scott, C. (2005). Bridging the divide between families and health professionals’ perspectives on family-centred care. Health Expectations, 8, 74-85.

Mack, S., & Munson, B. (2012). The association between /s/ quality and perceived sexual orientation of men's voices: implicit and explicit measures. Journal of Phonetics, 40, 198–212.

Macken, M. A. (1980). The child’s lexical representations: the ‘puzzle - puddle - pickle’ evidence.Journal of Linguistics, 16, 1-17.

Macken, M. A., & Ferguson, C. A. (1983). Cognitive aspects of phonological development: Model, evidence and issues. In K. E. Nelson (Ed.). Children’s Language, 4. Hillsdale N.J.: Lawrence Erlbaum.

Mackenzie, C., Muir, M., & Allen, C. (2010). Non-speech oro-motor exercise use in acquire dysarthria management: Regimes and rationales. International Journal of Language and Communication Disorders, 45, 617-629.

Major, E. & Bernhardt, B. (1998). Metaphonological skills of children with phonological disorders before and after phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 33, 413-444.

Malone, T. W. & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds), Aptitude, learning and instruction: III. Conative and affective process analysis (pp. 223-253). Hillsdale, NJ: Erlbaum.

Manning W. H, Keappock, N. E., & Stick, S. L. (1976). The use of auditory masking to estimate automatization of correct articulatory production. Journal of Speech and Hearing Disorders, 41, 143-149.

Maphalala, Z. (2012). Phonological development of first language isiXhosa-speaking children aged 3;0- 6;0 years: a descriptive cross-sectional study.Unpublished Masters Dissertation. University of Cape Town, South Africa.

Martikainen, A., & Korpilahti, P. (2011). Intervention for childhood apraxia of speech: A single-case study. Child Language Teaching and Therapy, 27(2), 9-20.

Margolis, R. (2004). What do your patients remember? Hearing Journal, 57(6), 10-17.

Marion, M. J., Sussman, H.M., & Marquardt, T. P. (1993). The perception and production of rhyme in normal and developmentally apraxic children. Journal of Communication Disorders, 26, 129-160.

Markham, C. & Dean, T. (2006). Parents' and professionals' perceptions of quality of life in children with speech and language difficulty. International Journal of Language and Communication Disorders, 41(2), 189 – 212.

Marquardt, T. P., Sussman, H., Snow, T. & Jacks, A. (2002). The integrity of the syllable in developmental apraxia of speech. Journal of Communication Disorders, 35, 31-49.

Marshalla, P. (2004). Oral-motor techniques in articulation and phonological therapy (Millennium Edn, revised. 2000). Kirkland, WA: Marshalla Speech and Language.

Masterson, J., & Apel, K. (1997). Counseling with parents of children with phonological disorders. In T. Crowe, Applications of counseling in speech-language pathology and audiology (pp. 3-29). Baltimore, MD: Williams & Wilkins.

Massaro, D. W., & Light, J. (2004). Using visible speech to train perception and production of speech for individuals with hearing loss. Journal of Speech Language & Hearing Research, 47(2), 304-320.

Masterson, J. & Bernhardt, B. (2001). Computerized Articulation and Evaluation Phonology System (CAPES). San Antonio, TX: The Psychological Corporation.

Masterson, J. A., Bernhardt, B. H., & Hofheinz, M. K. (2005). A comparison of single words and conversational speech in phonological evaluation. American Journal of Speech-Language Pathology, 14, 229-241.

Maxwell, E. M. (1984). On determining underlying representations of children: a critique of the current theories. In M. Elbert, D.A. Dinnsen & G. Weismer (Eds), Phonological theory and the misarticulating child. Asha Monographs. 22. Rockville MD: ASHA.

Mayer, J. (1995). A representational account for apraxia of speech. Proceedings of the 13th International Congress of Phonetic Sciences, 82-85.

McAllister, L., & Lincoln, M. (2004). Clinical education in speech-language pathology. London: Whurr Publishers.

McCabe, P., & Ballard, K. J. (2008). An Innovative Syllable Transition Treatment Trial for Childhood Apraxia of Speech. Paper presented at the Motor Speech Conference, March 2008, Monterey, CA, USA.

McCabe, P., Macdonald-DaSilva, A., van Rees, L., Arciuli, J., & Ballard, K. (2010). Using orthographic cues to improve speech production in children with & without childhood apraxia of speech. Paper presented at the Motor Speech Conference, Savannah, Georgia, USA.

McCabe, P., Rosenthal, J. B., & McLeod, S. (1998). Features of developmental dyspraxia in the general speech-impaired population? Clinical Linguistics & Phonetics, 12(2), 105-126.

McCarthy, J. (1988). Feature geometry and dependency: a review. Phonetica, 43, 84-108.

McCabe, P., Rosenthal, J. B., & McLeod, S. (1998). Features of developmental dyspraxia in the general speech-impaired population? Clinical Linguistics & Phonetics, 12(2), 105-126.

McCartney, E., Boyle, J., Bannatyne, S., Jessiman, E., Campbell, C. Kelsey, C., Smith, J., McArthur, J., & O’Hare, A. (2005). ‘Thinking for two’: A case study of speech and language therapists working through assistants. International Journal of Language and Communication Disorders 40, 221–235.

McCauley, R. J. (2003). Review of Screening Test for Developmental Apraxia of Speech 2nd Edition. In B. Plake, J. C. Impara, & R. A. Spies (Eds), The fifteenth mental measurements yearbook (pp. 786-789). Austin, TX: Pro-Ed.

McCauley, R. J., & Fey, M. (Eds) (2006). Treatment of language disorders in children. Baltimore, MD: Paul H. Brookes Publishing Co.

McCauley, R.J. & Strand, E. A. (2008). A review of standardized tests of nonverbal oral and speech motor performance in children. American Journal of Speech Language Pathology, 17(1), 1-11.

McCauley, R.J., Strand, E., Lof, G. L., Schooling ,T. & Frymark, T. (2009). Evidence-Based Systematic Review: Effects of Nonspeech Oral Motor Exercises on Speech, American Journal of Speech-Language Pathology, 18, 343-360.

McComas, K. L. (2009). Developing professional identities: A goal for educational programs. In Bowen, C. Children’s speech sound disorders (pp. 185-189). Oxford, Wiley-Blackwell.

McComas, K. L. (2014). Dig your heels in and fight: How women become researchers in Communication Sciences and Disorders Doctoral Journey. Guildford: J & R Press.

McCormack, J., Harrison, L. J., McLeod, S., & McAllister, L. (2011). A nationally representative study of the association between communication impairment at 4-5 years and children's life activities at 7-9 years. Journal of Speech, Language and Hearing Research, 54(5), 1328-1348.

McCormack, J., McLeod, S., McAllister, L., & Harrison, L. J. (2009). A systematic review of the association between childhood speech impairment and participation across the lifespan. International Journal of Speech-Language Pathology, 11(2), 155-170.

McCormack J., McLeod S., Harrison L. J., & McAllister L. (2010). The impact of speech impairment in early childhood: Investigating parents' and speech-language pathologists' perspectives using the ICF-CY. Journal of Communication Disorders, 43(5),378-396.

McCormack, J., McLeod, S., McAllister, L., & Harrison, L. J. (2010). My speech problem, your listening problem, and my frustration: The experience of living with childhood speech impairment. Language, Speech, and Hearing Services in Schools, 41(4), 379-392.

McCurry, W. H. & Irwin, O. C. (1953). A study of word approximations in the spontaneous speech of infants. Journal of Speech and Hearing Disorders. 18(2), 133-9.

McDaniel, S. (2005). The psychotherapy of genetics. Family Process, 44, 25-44.

McFarlane, L. (2012). Motivational interviewing: Practical strategies for speech-language pathologists and audiologists. Canadian Journal of Speech-Language Pathology and Audiology, 36, 8-16.

McGoldrick, M., Carter, B., & Garcia Preto, N. (2010). The expanded family life cycle:Individual, family, and social perspectives(4th ed.). Boston, MA: Allyn & Bacon/Pearson.

McKean, K., Phillips, B. & Thompson, A. (2012). A family-centred model of care in paediatric speech-language pathology. International Journal of Speech-Language Pathology,14(3), 235-246.

McGregor, K.K., Newman, R. M., Reilly, R. M., & Capone, N. (2002). Semantic representation and naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 45 , 998-1014.

McIntosh, B. & Dodd, B. (2008). Two-year-olds’ phonological acquisition: normative data. International Journal of Speech Language Pathology,10, 460–469.

McIntosh B. & Dodd, B. (2011). Toddler Phonology Test, London: Pearson Publishers.

McKinnon, D. H., McLeod, S., & Reilly, S. (2007). The prevalence of stuttering, voice, and speech-sound disorders in primary school students in Australia. Language, Speech, and Hearing Services in Schools, 38, 5-15.

McLeod, S. (2004). Speech pathologists’ application of the ICF to children with speech impairment International Journal of Speech-Language Pathology, 6(1),75-81.

McLeod, S. (2006). The holistic view of a child with unintelligible speech: Insights from the ICF and ICF-CY. International Journal of Speech-Language Pathology, 8(3), 293-315.

McLeod, S. (Ed.). (2007). The international guide to speech acquisition. Clifton Park, NY: Thomson Delmar Learning.

McLeod, S. (2012). Multilingual children’s speech. Bathurst, Australia: Charles Sturt University. Retrieved 6 Sept, 2013 from www.csu.edu.au/research/multilingual-speech

McLeod, S. (2013). Speech sound acquisition. In J. E. Bernthal, N. W. Bankson & P. Flipsen Jnr (Eds), Articulation and phonological disorders: Speech sound disorders in children (7th ed., pp. 58-113). Boston, MA: Pearson Education.

McLeod, S., & Baker, E. (2004). Current clinical practice for children with speech impairment. In B. E. Murdoch, J. Goozee, B. M. Whelan, & K. Docking (Eds), Proceedings of the 26th World Congress of the International Association of Logopedics and Phoniatrics. Brisbane: University of Queensland.

McLeod, S., Baker, E. M., McCormack, J. M., Wren, Y. E. & Roulstone, S. E. (2013-2015). A sound start: Innovative technology to promote speech and pre-literacy skills in at-risk preschoolers (DP130102545). Australian Research Council (ARC) Discovery Grant.

McLeod, S. & Bleile, K. (2003). Neurological and developmental foundations of speech acquisition. American Speech-Language-Hearing Association Convention. Chicago, November.

McLeod, S. & Bleile, K. M. (2004). The ICF: A framework for setting goals for children with speech impairment. Child Language, Teaching and Therapy, 20(3), 199-219.

McLeod, S., & Bleile, K. M. (2007). The ICF and ICF–CY as a framework for children's speech acquisition. In S. McLeod (Ed.), The international guide to speech acquisition. Clifton Park, NY: Thomson Delmar Learning.

McLeod, S., Daniel, G., & Barr, J. (2013). “When he's around his brothers … he's not so quiet”: The private and public worlds of school-aged children with speech sound disorder. Journal of Communication Disorders, 46(1), 70-83.

McLeod, S. & Goldstein, B. (Eds, 2012). Multilingual aspects of speech sound disorders in children. Clevedon, UK: Multilingual Matters.

McLeod, S., Harrison, L. J., McAllister, L. & McCormack. J. (2013). Speech sound disorders in a community study of preschool children. American Journal of Speech-Language Pathology, 22, 503–522.

McLeod, S., Harrison, L. J., & McCormack, J. (2012). Intelligibility in Context Scale: Validity and reliability of a subjective rating measure. Journal of Speech, Language, and Hearing Research, 55, 648-656.

McLeod, S., McAllister, L., McCormack, J. & Harrison, L. J. (2013, in press August). Applying the World Report on Disability to children’s communication. Disability and Rehabilitation xxx

McLeod, S., & McCormack, J. (2007). Application of the ICF and ICF-Children and Youth in children with speech impairment. Seminars in Speech and Language, 28, 254-264.

McLeod, S., Press, F., & Phelan, C. (2010). The (in)visibility of children with communication impairment in Australian health, education, and disability legislation and policies. Asia Pacific Journal of Speech, Language, and Hearing, 13(1), 67-75.

McLeod, S., & Threats, T. T. (2008). The ICF-CY and children with communication disabilities. International Journal of Speech-Language Pathology, 10(1), 92-109.

McLeod, S., Verdon, S., & Bowen, C. (2013). International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders: Development of a position paper. Journal of Communication Disorders, 46, 375-387.

McNeill, B. C., & Hesketh, A. (2010). Developmental complexity of the stimuli included in mispronunciation detection tasks. International Journal of Language & Communication Disorders, 45(1), 72-82.

McNeilly, L., Fotheringham, S., & Walsh, R. (2007). Future directions in terminology. Symposium: Terminology in communication sciences and disorders: a new approach. Copenhagen: 27th World Congress of the International Association of Logopedics and Phoniatrics.

Menn, L. (1976). Evidence for an interactionist discovery theory of child phonology.Papers and Reports on Language Development, 12, 169-177. Stanford: Stanford University.

Mendoza-Denton, N. (2007). Homegirls: Symbolic Practices in the Making of Latina Youth Styles. Malden, MA: Blackwell.

Meredith, A. (2002).Disordered Prosody and Articulation in Children with Childhood Apraxia of Speech: What’s the Relationship? Retrieved 30 Sept, 2013 from https://www.kintera.org/site/apps/nlnet/content2.aspx?c=chKMI0PIIsE&b=701773&ct=464245

Meredith, G., Firmin, S & McAllister, L. (2013). Digital possibilities and ethical considerations: Speech language pathologists and the web. Journal of Clinical Practice in Speech-Language Pathology, 15(1), 44-47.

Messer, D. & Dockrell, J. E. (2006). Children’s naming and word-finding difficulties: Descriptions and explanations. Journal of Speech, Language and Hearing Research, 49, 309-324.

Meyer, S. M. (2004). Survival Guide for the Beginning Clinician, 2nd Edition. Austin, Texas: Pro-ed.

Miccio, A. W. (2002). Clinical problem solving: Assessment of phonological disorders. American Journal of Speech-Language Pathology. 11, 221-229.

Miccio, A. W. (2005). A treatment program for enhancing stimulability. In Kamhi, A. G., & Pollock, K. E. (Eds), (2005). Phonological disorders in children: Clinical decision making in assessment and intervention (pp. 163-173).Baltimore, MD: Paul H. Brookes Publishing Co.

Miccio, A. W, & Elbert, M. (1996). Enhancing stimulability: a treatment program. Journal of Communication Disorders, 29, 335-352.

Miccio, A. W., Elbert, M., & Forrest, K. (1999). The relationship between stimulability and phonological acquisition in children with normally developing and disordered phonologies. American Journal of Speech-Language Pathology, 8, 347-363.

Miccio, A. W., & Williams, A. L. (2010). Stimulability intervention. In A. L. Williams, S. McLeod, & R.J. McCauley (Eds), Interventions for speech sound disorders in children (179-202). Baltimore, MD: Paul H. Brookes Publishing Co. 

Michie, S. & Abraham, C. (2004). Identifying techniques that promote health behaviour change: Evidence based or evidence inspired? Psychology and Health, 19, 29-49.

Milisen R. (1954). A rationale for articulation disorders. Journal of Speech and Hearing Disorders. (Monograph supplement), 4, 6–17.

Miller, W. R., & Rollnick, S (Eds), (2002). Motivational interviewing: Preparing people for change (2nd ed.). New York: Guilford Press.

Milroy, L. (1987). Language and Social Networks, 2nd Ed. Oxford, Blackwell.

Minke, K., & Scott, M. (1995). Parent-professional relationships in early intervention: A qualitative investigation. Topics in Early Childhood Special Education, 15(3), 335-352.

Mirabito, K., & Armstrong, E. (2005, May). Parent reactions to speech therapy involvement. Paper presented at the Speech Pathology Australia National Conference, Canberra.

Miron, C. (2012). The parent experience: When a child is diagnosed with childhood apraxia of speech. Communication Disorders Quarterly, 33(2), 96-110.

Miyamoto, R. C., Cotton, R. T., Rope, A. F., Hopkin, R. J., Cohen, A. P., Shott, S. R. & Rutter, M. J. (2004). Association of anterior glottic webs with velocardiofacial syndrome (chromosome 22q11.2 deletion). Otolaryngology–Head & Neck Surgery, 130:415–417.

Moats, L.C. (1994). The missing foundation in teacher education: knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-102.

Moeller, M. P., Hoover, B., Putman, C., Arbataitis, K., Bohnenkamp, G., Peterson, B., et al. (2007). Vocalizations of infants with hearing loss compared with infants with normal hearing: Part I--phonetic development. Ear & Hearing, 28(5), 605-627.

Moller, K. T. (1994). Dental-occlusal and other oral conditions and speech. In J. Bernthal & N. Bankson (Eds), Child phonology: Characteristics, assessment, and intervention with special populations (pp. 3-28). New York, NY: Theime Medical Publishers.

Monahan, D. (1984).Remediation of Common Phonological Processes. Tigard, Oregon: CC Publications.

Monahan, D. (1986). Remediation of common phonological processes. Four case studies. Language Speech and Hearing Services in Schools, 17, 187-198.

Moriarty, B. C., & Gillon, G. T. (2006). Phonological awareness intervention for children with childhood apraxia of speech, International Journal of Language and Communication Disorders, 41, 713-734.

Morrisette, M. L., Farris, A. W., & Gierut, J. A. (2006). Applications of learnability theory to clinical phonology. International Journal of Speech-Language Pathology, 8(3), 207-219.

Morrisette, M. L., & Gierut, J. (2002). Lexical organisation and phonological change in treatment. Journal of Speech, Language, and Hearing Research, 45, 143-159.

Morrison, C., Chappell, T., & Ellis, A. (1997). Age of acquisition norms for a large set of object names and their relation to adult estimates and other variables. The Quarterly Journal of Experimental Psychology, 50A(3), 528-559.

Morrison, J. A., & Shriberg, L. D. (1992). Articulation testing versus conversational speech sampling. Journal of Speech and Hearing Research, 35, 259-273.

Morley, M. (1972). The development and disorders of speech in children. (3rd ed.). Edinburgh: Churchill Livingstone.

Mowrer, D. E. (1985). The behavioral approach to treatment. In N. A. Creaghead, P. W. Newman, & W. A. Secord, W .A. (Eds), Assessment and remediation of articulatory and phonological disorders (pp. 159-192). Columbus, OH: Merrill.

Mowrer, O. (1952). Speech development in the young child: The autism theory of speech development and some clinical applications.Journal of Speech and Hearing Disorders, 17, 263-268.

Mowrer, O. (1960).Learning theory and symbolic processes. New York: John Wiley and Sons.

Mullen, R., & Schooling, T. (2010). The national outcomes measurement system for pediatric speech-language pathology. Language, Speech, and Hearing Services in Schools, 41(1), 44–60.

Müller, N. (ed.) (2006). Multilayered Transcription. San Diego: Plural Publishing.

Müller, N. & Ball, M. J. (2013a). Research methods in clinical linguistics and phonetics. Chichester, UK: Wiley-Blackwell.

Müller, N. & Ball, M. J. (2013b). Linguistics, Phonetics, and Speech-Language Pathology: Clinical Linguistics and Phonetics, in M. Müller & M. J. Ball (Eds).Research Methods in Clinical Linguistics and Phonetics: A Practical Guide, Oxford: Wiley-Blackwell.

Mullins, G. & Kiley, M. (2002). It’s a PhD, not a Nobel Prize: how experienced examiners assess research theses, Studies in Higher Education, 27(4), 369-386.

Mullis I., Martin M., Foy P., & Drucker K. (2012). Progress in International Literacy Study (PIRLS, 2011). Amsterdam, the Netherlands: International Association for the Evaluation of Educational Achievement (IEA) Available from: http://timss.bc.edu/pirls2011/downloads/P11_IR_FullBook.pdf.

Munson, B. (2011). The Influence of Actual and Imputed Talker Gender on Fricative Perception, Revisited. Journal of the Acoustical Society of America, 130, 2631-2634.

Munson, B., & Babel, M. (2007). Loose lips and silver tongues, or, projecting sexual orientation through speech. Language and Linguistics Compass, 1, 416–449.

Munson, B., Baylis, A., Krause, M., & Yim, D-S. (2006). Representation and access in phonological impairment. Paper presented at the 10th Conference on Laboratory Phonology, Paris, France, June 30-July 2.

Munson, B., Bjorum, E., & Windsor, J. (2003). Acoustic and perceptual correlates of stress in nonwords produced by children with suspected developmental apraxia of speech and children with phonological disorder. Journal of Speech, Language, and Hearing Research, 46, 189-202.

Munson, B., Edwards, J., & Beckman, M. E. (2005). Relationships between nonword repetition accuracy and other measures of linguistic development in children with phonological disorders. Journal of Speech, Language, and Hearing Research, 48, 61-78.

Munson, B., McDonald, E. C., DeBoe, N. L., & White, A. R. (2006). The acoustic and perceptual bases of judgments of women and men's sexual orientation from read speech. Journal of Phonetics, 34, 202-240.

Murai, J. (1963). The sounds of infants, their phonemicization and symbolization. Studia Phonologica, 3, 18-34.

Munson, B., & Zimmerman, L. (2006). Perceptual Bias and the Myth of the 'Gay Lisp'. Poster presentation at the annual meeting of the American Speech-Language-Hearing Association, Miami, FL, November 16.

Murray, E., McCabe, P., Ballard, K. (2011). Using ReST intervention for paediatric cerebellar ataxia: A pilot study. Stem-, Spraal-en Taalpathologie (17) S55.

Murray, E., McCabe, P., & Ballard, K. J. (2012b). The first randomised control trial for treatment of Childhood Apraxia of Speech (ReST vs Nuffield Dyspraxia Program-3). Communicate: Our natural state. Speech Pathology Australia National Conference. Hobart, TAS, Australia.

Murray, E., McCabe, P., & Ballard, K. (2014). A Systematic Review of Treatment Outcomes for Children With Childhood Apraxia of Speech. American Journal of Speech-Language Pathology, 23(3), 486-504.

Murray, E., McCabe, P., Heard, R., & Ballard, K. (2015). Differential diagnosis of children with suspected childhood apraxia of speech. Journal of Speech, Language, and Hearing Research, 58(1), 43-60.

Muttiah, N., Georges, K., & Brackenbury, T. (2011). Clinical and research perspectives on nonspeech oral motor treatments and evidence-based practice. American Journal of Speech-Language Pathology, 20, 47-59.

Myklebust, H. (1952). Aphasia in childhood. J. Exceptional Children, 19, 9-14.

Näätänen, R., Lethokoski, A., Lennes, M., Cheor, M., Houtilainen, M., Iivonen, A., Valinio, A., Alku, P., Ilmoniemi, R.J., Luuk, A., Allik, J., Sinkkonen, J. & Alho, K. (1997). Language specific phoneme representations revealed by electric and magnetic brain responses. Nature, 385, 432-434.

Näätänen, R., Kujala, T. & Winkler, I. (2011). Auditory processing that leads to conscious perception: a unique window to central auditory processing opened by the mismatch negativity and related responses. Psychophysiology, 48, 4-22.

Nagy, J. (1980). Öt-hat éves gyermekeink iskolakészültsége [Preparedness for school of our five-six years old children]. Budapest: Akadémiai Kiadó.

Nail-Chiwetalu, B.& Bernstein Ratner, N. (2007). An assessment of the information-seeking abilities and needs of practicing speech-language pathologists. Journal of the Medical Library Association, 95(2), 56-57.

Nakanishi, Y., Owada, K., & Fujita, N. (1972). K_onkensa to sono kekka ni kansuru k_satsu. Tokyo Gakugei Daigaku Tokushu Kyoiku Shisetsu Hokoku, 1, 1-19.

Nathan, L. (2002). Functional communication skills of children with speech difficulties: Performance on Bishop’s Children’s Communication Checklist. Child Language Teaching and Therapy, 18, 213–231.

Nathan, L., Stackhouse, J., Goulandris, N. & Snowling, M. J. (2004). The development of early literacy skills among children with speech difficulties: A test of the “Critical Age Hypothesis”. Journal of Speech, Language and Hearing Research, 47(2), 377-391.

Nation, K. & Norbury, C. F. (2005). Why reading comprehension fails. Topics in Language Disorders, 25, 21-32.

NICHD (2000). National Institute of Child Health and Human Development Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved 26 Sept, 2013, from www.nichd.nih.gov/publications/nrp/smallbook.htm.

Neilson, R. (2003a). Sutherland Phonological Awareness Test - Revised. Wollongong: Author.

Neilson, R. (2003b). Astronaut Invented Spelling Test (AIST). Wollongong: Author.

Neilson, R. (2009). Assessment of phonological awareness in low-progress readers, Australian Journal of Learning Difficulties, 14(1), 53-66.

Nelson, H. D., Nygren, P., Walker, M. & Panoscha, R. (2006). Evidence review for the US preventive services task force for speech and language delay in preschool children. Pediatrics, 117, e298-319.

Nemoy, E., & Davis, S. (1937). The correction of defective consonant sounds. Boston: Expression Company.

Niedzielski, N. (1999). The effect of social information on the perception of sociolinguistic variables. Journal of Language and Social Psychology, 18, 62-85.

Nunes, A. (2009). A legacy lost. In C. Bowen, Children's speech sound disorders. Oxford: Wiley-Blackwell, pp. 4-7.

Occhino, C., & McCann. J. (2001, November). Do oral motor exercise affect articulation? Poster presented at the annual meeting of the American Speech-Language-Hearing Association, New Orleans, LA.

Ogg, K., Jones, D.L., and Hardin-Jones, M. (2012, November). Oral pressure requirements for common blow toys. Poster presented at the annual meeting of the American Speech-Language-Hearing Association, Atlanta, GA.

O'Grady, W., Archibald, J., Aronoff, M., & Ree-Miller, J. (2005). Contemporary linguistics: An introduction (5 ed.). Boston: Bedford/St. Martin's.

Ohala, D. K. (1999). The influence of sonority on children’s cluster reductions. Journal of Communication Disorders, 32, 397-422.

Ohala, J. J. (1990). ‘There is no interface between phonetics and phonology: a personal view’. Journal of Phonetics, 18,153-171.

Oller, D. K., Wieman, L. A., Doyle, W. J., & Ross, C. (1976). Infant babbling and speech. Journal of Child Language, 3, 1-11.

Olmstead, D. (1971). Out of the mouths of babes. The Hague: Mouton.

Olswang, L. B. (1998). Treatment efficacy research. In C. M. Frattali (Ed.), Measuring outcomes in speech-language pathology (pp. 134–150). New York: Thieme.

Olswang, L. B., & Bain, B. A. (1996). Assessment information for predicting upcoming change in language production. Journal of Speech and Hearing Research, 39, 414-423.

Ontario Ministry of Children and Youth 2010 Working Group for Children with Suspected Motor Speech Difficulties. (April 2011). Managing suspected childhood apraxia of speech: A care pathway. Presented at the annual conference of the Canadian Association of Speech-Language Pathologists and Audiologists, Montreal, Canada. Retrieved 25 Sept, 2013 from: www.caslpa.ca/PDF/conference/Handouts/SLP_T6_Gaines_Managing_Suspected Childhood_Apraxia_of_Speech_A_Care_Pathway.pdf.

Orr, C. (1998). Mouth madness: Oral motor activities for children. San Antonio, TX: Therapy Skill Builders.

Orton, S. T. (1937). Reading, writing and speech problems in children: A presentation of certain types of disorders in the development of the language faculty. NY: W. W. Norton.

Osberger, M. J. (1992). Speech intelligibility in the hearing impaired: Research and clinical implications. In R. D. Kent (Ed.), Intelligibility in speech disorders: Theory, measurement, and management (pp. 233-265). Philadelphia, PA: John Benjamins Publishing.

Osgood, C. (1957). A behavioristic analysis of perception and language as cognitive phenomena, Contemporary approaches to cognition. Cambridge: Harvard University Press.

Osterhout, L. (2000). On space, time, and language: for the next century, timing is (almost) everything. Brain and Language, 71, 175-177.

Overby, M., Carrell, T., & Bernthal, J. (2007). Teachers' perceptions of students With speech sound disorders: A quantitative and qualitative analysis. Language, Speech, and Hearing Services in Schools, 38(4), 327-341.

Overby, M. S. & Caspari, S. (2013). Observed Early Characteristics of CAS via Video Research. Paper presented to the CASANA Conference, Denver, Co.

Overby, M. & Caspari, S. S. (2015). Volubility, consonant, and syllable characteristics in infants and toddlers later diagnosed with childhood apraxia of speech: Pilot study. Journal of Communication Disorders, 55, 44-62.

Ozanne, A. (1995). The search for developmental verbal dyspraxia. In B. Dodd (Ed.), Differential Diagnosis and Treatment of Children with Speech Disorder, London: Whurr Publishers, pp. 91–109.

Ozanne, A. (2005). Childhood apraxia of speech. In B. Dodd (Ed.), Differential Diagnosis and Treatment of Children with Speech Disorder (Second Ed), London: Whurr Publishers, pp. 71–82.

Palmer, P. J., & Zajonc, A. (2010). The heart of higher education: A call to renewal. San Francisco, CA: Jossey-Bass.

Paatsch, L. E., Blamey, P. J., Sarant, J. Z., & Bow, C. P. (2006). The effects of speech production and vocabulary training on different components of spoken language performance. Journal of Deaf Studies & Deaf Education, 11(1), 39-55.

Pantelemidou, V., Herman, R., & Thomas, J. (2003). Efficacy of speech intervention using electropalatography with a cochlear implant user. Clinical Linguistics & Phonetics, 17(4-5), 383-392.

Papadopoulou, K. (2000). Phonological acquisition of Modern Greek. Unpublished BSc Honours dissertation, University of Newcastle upon Tyne, UK.

Pappas, N.W., McLeod, S., McAllister, L., & McKinnon, D. H. (2007). Parental involvement in speech intervention: A national survey. Clinical Linguistics and Phonetics, 22(4-5), 335-344.

Paradis, J. (2001). Do bilingual two-year-olds have separate phonological systems? The International Journal of Bilingualism, 5(1), 19-38.

Pascoe. M. (2006). Review of the book Phonological disorders in children: Clinical decision making in assessment and intervention. A. G. Kamhi and K. E. Pollock (Eds), Child Language Teaching and Therapy, 22(2), 243-245.

Pascoe, M. & Smouse, M. (2012). Masithethe: Speech and language development and difficulties in isiXhosa. South African Medical Journal 102(6): 469-471.

Pascoe, M., Stackhouse, J. & Wells, B. (2005). Phonological therapy within a psycholinguistic framework: promoting change in a child with persisting speech difficulties. International Journal of Languageand Communication Disorders, 40(2), 189-220.

Pascoe, M., Stackhouse, J., & Wells, B. (2006). Children's Speech and Literacy DifficultiesIII: Persisting Speech Difficulties in Children. Chichester: John Wiley and Sons.

Passy, J. (1993). Cued Articulation. Ponteland, Northumberland: STASS Publications.

Paul, D. (2013, August 01). A Quick Guide to DSM-5. The ASHA Leader.

Paul, R. & Norbury, C.F. (2012). Language disorders from infancy through adolescence: Listening, speaking, reading, writing and communicating (FourthEdition). Missouri: Elsevier.

Paul, R., & Roth, F. (2011). Characterising and predicting outcomes of communicative delays in infants and toddlers: Implications for clinical practice. Speech and Hearing Services in Schools. 42, 331-340.

Peng, S. C., Weiss, A. L., Cheung, H., & Lin, Y. S. (2004). Consonant production and language skills in Mandarin-speaking children with cochlear implants. Archives of Otolaryngology -- Head & Neck Surgery, 130(5), 592-597.

Pennington. B.F. & Bishop. D. V. B. (2009). Relations among speech, language and reading disorders. Annual Review of Psychology, 60, 283-306.

Pennington, L., Miller, N., Robson, S. & Steen, N. (2010). Intensive speech and language therapy for older children with cerebral palsy: a systems approach.Developmental Medicine and Child Neurology, 52(4), 337-44.

Pennington, L.,Roelant, E., Thompson, V., Robson, S., Steen, N., & Miller, N. (2012). Intensive dysarthria therapy for younger children with cerebral palsy. Developmental Medicine and Child Neurology, 55(4), 464-471.

Perkins, M. & Howard, S. (1995). Principles of Clinical Linguistics. In Case Studies in Clinical Linguistics (Eds, Perkins, M. & Howard, S.). London: Whurr Publishers.

Persson, C. & Sjögreen, L. (2011). The influence of related conditions on speech and communication.In A. Lohmander & S. Howard  (Eds). Cleft lip and palate: Speech assessment, analysis and intervention, pp. 41-53. Oxford: Wiley-Blackwell.

Peterson-Falzone, S., Hardin-Jones, M., & Karnell, M. (2001). Cleft Palate Speech, 3rd edition, Mosby, St. Louis, MO.

Peterson-Falzone, S., Trost-Cardamone, J., Hardin-Jones, M., & Karnell, M. (2006). The Clinician’s Guide to Treating Cleft Palate Speech, Mosby, St. Louis, MO.

Peterson-Falzone, S. J., Hardin-Jones, M. A., & Karnell, M. (2009). Cleft palate speech (4th ed.). St. Louis, MO: Mosby.

Petinou, K., Schwartz, R. G., Mody, M., & Gravel, J. S. (1999). The impact of otitis media with effusion on early phonetic inventories: A longitudinal prospective investigation. Clinical Linguistics & Phonetics, 13(5), 351-367.

Pickstone, C. (2007). Triage in speech and language therapy. In Roulstone, S. (Ed.) Prioritising child health. London: Routledge.

Pickstone, C., Hannon, P. & Fox, L. (2002). Surveying and screening preschool language development in community-focused intervention programmes: a review of instruments. Child: Care Health & Development, 28(3), 25-264.

Pihko, E., Leppänen, P. H. T., Eklund, K. M., Cheour, M., Guttorm, T. K., & Lyytinen, H. (1999). Cortical responses of infants with and without a genetic risk for dyslexia: I. Age effects. NeuroReport, 10, 901-905.

Poole, I. (1934). Genetic development of articulation of consonant sounds in speech. Elementary English Review, 11, 159-161.

Pollock, K. E. (2005). Early language growth in children adopted from China: Preliminary normative data. Seminars in Speech and Language, 26, 22-32.

Pollock, K. E. (2007). Speech acquisition in second first language learners (children who were adopted internationally). In S. McLeod (Ed.), International Guide to Speech Acquisition. Clifton Park, NJ: Thomson Delmar Learning (pp. 137-145).

Pollock, K. E. (2013). The Memphis vowel project: vowel errors in children with and without phonological disorders. In M. J. Ball & F. E. Gibbon (Eds), Handbook of Vowels and Vowel Disorders, (pp. 260-287). Psychology Press: Hove.

Pollock, K. E., & Berni, M. C. (2003). Incidence of non-rhotic vowel errors in children: Data from the Memphis Vowel Project. Clinical Linguistics and Phonetics, 17, 393-401.

Pollock, K. E., Bylsma, K., Perry, A., & Yam, C. (2010). Speech-language skills of children adopted from Haiti: School-age follow-up. Poster presented at the annual convention of the American Speech-Language-Hearing Association, November.

Pollock, K. E., Chattaway, K., Fast, R., Reay, M., & Zmijewski, C. (2006). English speech and language skills of children adopted from Haiti. Poster presented at the annual convention of the American Speech-Language-Hearing Association, November.

Pollock, K. E., Chow, E., & Tamura, M. (2004). Phonology and prosody in preschoolers adopted from China as infants/toddlers. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Philadelphia, PA, November.

Pollock, K. E. & Hall, P. K. (1991). An analysis of the vowel misarticulations of five children with developmental apraxia of speech. Clinical Linguistics and Phonetics, 5(3), 207-224.

Pollock, K. E., & Price, J. R. (2005). Phonological skills of children adopted from China: Implications for Assessment. Seminars in Speech and Language, 26, 54-63.

Pollock, K. E., Price, J. R., & Fulmer, K. (2003). Speech-language acquisition in children adopted from China: a longitudinal investigation of two children. Journal of Multilingual Communication Disorders, 1, 184-193.

Pollock, K. E., & Yan, S. (2011, July). Early and later language development in children adopted from China as infants/toddlers. Paper presented at the International Association for the Study of Child Language (IASCL) as part of a symposium on language development in children adopted internationally, Montreal.

Pollock, M., Gaesser, G., Butcher, J., Despres, J, Dishman, R., Franklin, B., & Ewing Garber, C. (1998). The recommended quantity and quality of exercise for developing and maintaining cardiorespiratory and muscular fitness, and flexibility in healthy adults. Medicine & Science in Sports & Exercise, 30, 975-991.

Powell, T. W. (2003). Stimulability and treatment outcomes. Perspectives on Language Learning and Education, 10(1), 3-6.

Powell, T. W. (2007). A model for ethical practices in clinical phonetics and linguistics. Clinical Linguistics & Phonetics, 21, 851-857.

Powell, T. W. (2008a). The use of nonspeech oral motor treatments for developmental speech sound production disorders: Interventions and interactions. Language, Speech, and Hearing Services in Schools, 39(3), 374-379.

Powell, T. W. (2008b). An integrated evaluation of nonspeech oral-motor treatments. Language, Speech, and Hearing Services in Schools, 39(3), 422-427.

Powell, T. W. (2013). Research ethics. In N. Müller and M. J. Ball (Eds), Research methods in clinical linguistics and phonetics: A practical guide (pp. 10-27). Malden, MA: Wiley-Blackwell.

Powell, T. W., Elbert, M., & Dinnsen, D. A. (1991). Stimulability as a factor in the phonological generalisation of misarticulating preschool children. Journal of Speech and Hearing Research, 34, 1318-1328.

Powell, T. W., Elbert, M., Miccio, A. W., Strike-Roussos, C., & Brasseur, J. (1998). Facilitating [s] production in young children: an experimental evaluation of motoric and conceptual treatment approaches. Clinical Linguistics and Phonetics, 12, 127-146.

Powell, T. W., & Miccio, A. W. (1996). Stimulability: A useful clinical tool. Journal of Communication Disorders, 29, 237-253.

Powers, G. & Starr, C.D. (1974). The effects of muscle exercises on velopharyngeal gap and nasality. Cleft Palate Journal, 11, 28-35.

Powers, M. H. (1959). Functional disorders of articulation. In L. E. Travis (Ed.). Handbook of speech pathology and audiology. London: Peter Owen.

Prather, E. M., Hedrick, D. L. & Kern, C. A. (1975). Articulation development in children aged two to four years. Journal of Speech and Hearing Disorders, 40, 179-191.

Prezas, R. F., & Hodson, B. W. (2010). The cycles phonological remediation approach. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds), Interventions for speech sound disorders in children (pp. 137–157). Baltimore, MD: Paul H.  Brookes Publishing Co. 

Price, C. J. (2012). A review and synthesis of the first 20 years of PET and fMRI studies of heard speech, spoken language and reading. NeuroImage, 62, 816-847.

Price, J. R., Pollock, K. E., & Oller, D. K. (2006). Speech and language development in six infants adopted from China. Journal of Multilingual Communication Disorders, 4, 108-127.

Pring, T., Flood, E., Dodd, B. & Joffe, V. (2012). The working practices and clinical experiences of paediatric speech and language therapists: A national UK survey. International Journal of Language and Communication Disorders, 47, 6, 696-708.

Pulvermüller, F., Kujala, T., Shtyrov, Y., Simola, J., Tiitinen, H., Alku, P., Alho, K., Martinkauppi, S., Ilmoniemi, R.J. & Näätänen, R. (2001). Memory traces for words as revealed by the mismatch negativity. NeuroImage, 14, 607-616.

Pye, C., Ingram, D., & List, H. (1987). A comparison of initial consonant acquisition in English and Quiche. In K. E. Nelson & A. Van Kleek (Eds), Children’s Language. Hillsdale, NJ: Erlbaum.

RCSLT (2011). Royal College of Speech and Language Therapists: Developmental verbal dyspraxia [Policy Statement], Author. Available from www.rcslt.org.

Rauscher, F. B., Krauss, R. M., & Chen, Y. (1996). Gesture, speech and lexical access: The role of lexical movements in speech production. Psychological Science, 7, 226-231.

Ray, J. (2002). Treating phonological disorders in a multilingual child: A case study. American Journal of Speech-Language Pathology, 11, 305–315.

Raz, M. G. (1993). How to Teach a Child to Say the “S” Sound in 15 Easy Lessons. Scottsdale, AZ: Gersten Weitz Publishers.

Raz, M. G. (1996).How to Teach a Child to Say the “R” Sound in 15 Easy Lessons. Scottsdale, AZ: Gersten Weitz Publishers.

Raz, M. G. (1999).How to Teach a Child to Say the “L” Sound in 15 Easy Lessons. Scottsdale, AZ: Gersten Weitz Publishers.

Reid, J. (2003). The vowel house: a cognitive approach to vowels for literacy and speech. Child Language Teaching and Therapy, 19, 152-180.

Reilly, S. (2004). The move to evidence-based practice within speech pathology. In S. Reilly, J. Douglas & J. Oates (Eds), Evidence-based practice in speech pathology (pp. 3-17). London: Whurr Publishers.

Reilly, S., Douglas, J., & Oates, J. (Eds), (2004). Evidence-based practice in speech pathology. London: Whurr Publishers.

Reilly, S., Wake, M., Ukoumunne, O., Bavin, E., Prior, M., Cini, E., Conway, L., Eadie, P., & Bretherton L. (2010). Predicting Language Outcomes at 4 Years of Age: Findings From Early Language in Victoria Study. Pediatrics,126; e1530.

Renfrew, C. (2010). Renfrew Action Picture Test. Milton Keynes, UK: Speechmark Publishing.

Rescher, N. (1998). Complexity: A philosophical overview. New Brunswick, NJ: Transaction.

Rescorla, L. & Bernstein Ratner, N. (1996). Phonetic profiles of typically developing and language-delayed toddlers.Journal of Speech and Hearing Research, 39, 153-165.

Reynolds, A., Temple, J., Robertson, D., & Mann, E. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest. A 15 year follow-up of low-income children in public schools. Journal of the American Medical Association, 285 (18), 2339-2346.

Reynolds, J. (1990). Abnormal vowel patterns in phonological disorder: Some data and a hypothesis. British Journal of Disorders of Communication, 25, 115-148.

Rhoades, E. A. (2006). Research outcomes of auditory-verbal intervention: Is the approach justified? Deafness & Education International, 8, 125-143.

Rice, M., Taylor, C., & Zubrick, S. (2008). Language Outcomes of 7-Year-Old Children With or Without a History of Late Language Emergence at 24 Months. Journal of Speech, Language, and Hearing Research, 51, 394–407.

Ristuccia, C. L. (2002). The Entire World of R instructional workbook. Carlsbad, CA: Say It Right.

Ristuccia, C., Gilbert, D. W., & Ristuccia, J. E. (2005). The Entire World of R book of elicitation techniques. Tybee Island, GA: Say it Right.

Rivera-Gaxiola, M., Silva-Pereyra, J. & Kuhl, P. K. (2005). Brain potentials to native- and non-native speech contrasts in 7- and 11-month-old American infants. DevelopmentalScience, 8, 162-172.

Robb, M. P., Bleile, K. M., & Yee, S. S. L. (1999). A phonetic analysis of vowel errors during the course of treatment. Clinical Linguistics and Phonetics, 13(4), 309-321.

Robbins, S. D., & Robbins, R. (1937). Corrections of speech defects of early childhood. Boston: Expression Co.

Roberts, J. (2002). ‘Child language variation’ In Chambers, Trudgill and Schilling-Estes (Eds), The Handbook of Language Variation and Change. Oxford: Blackwell. 333-348.

Roberts, J., Pollock, K., Krakow, R., Price, J., Fulmer, K., & Wang, P. (2005). Language development in preschool-aged children adopted from China. Journal of Speech-Language-Hearing Research, 48, 93-107.

Robertson, M. (2007). Speech sound disorders: Comments on Prezas and Hodson, Encyclopedia of Language and Literacy Development (pp. 1-7). London, ON: Canadian Language and Literacy Research Network. Retrieved 28 Sept, 2013 from www.literacyencyclopedia.ca/pdfs/topic.php?topld=37

Robey, R. R. & Schultz, M. C. (1998). A model for conducting clinical-outcome research: An adaptation of the standard protocol for use in aphasiology, Aphasiology, 12, 787-810.

Roca, I., & Johnson, W. (1999). A course in phonology. Oxford: Blackwell Publishers.

Roddam, H. & Skeat, J. (2010). Embedding Evidence-Based Practice in Speech and Language Therapy: International examples. London: Wiley-Blackwell.

Roehrig, S., Suiter, D., & Pierce, T. (2004, November). An examination of the effectiveness of passive oral-motor exercises. Poster presented at the Annual Convention of the American Speech-Language-Hearing Association, Philadelphia, PA.

Rose, J. (2006). Independent review into the teaching of early reading: Final report. UK: Dept. of Education and Skills. Retrieved 26 Sept, 2013 from https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFES-0201-2006.

Rose, M., & Baldac, S. (2004). Translating evidence into practice. In S. Reilly, J. Douglas & J. Oates (Eds), Evidence-based practice in speech pathology (pp. 317-329). London: Whurr Publishers.

Rosen, G. M. & Davidson, G. C. (2003). Psychology Should List Empirically Supported Principles of Change (ESPs) and Not Credential Trademarked Therapies or Other Treatment Packages. Behavior Modification, 27(3), 300-312.

Rosenbaum, P., King, S., Law, M., King, G., & Evans, J. (1998). Family-centred service: A conceptual framework and research review. Physical & Occupational Therapy in Pediatrics, 18, 1-20.

Rosenbek, J. C. & Wertz, R. T. (1972). A review of 50 cases of developmental apraxia of speech. Language, Speech, and Hearing Services in Schools, 3, 23-33.

Rosenbek, J. C., Lemme, M. L., Ahern, M. B., Harris, E. H., & Wertz, R. T. (1973). A treatment for apraxia of speech in adults. Journal of Speech and Hearing Disorders, 38, 462-472.

Rosenfeld-Johnson, S. (1999). Oral motor exercises for speech clarity. Tucson, AZ: Ravenhawk.

Rosenfeld-Johnson, S. (2001). Oral-motor exercises for speech clarity. Tucson, AZ: Innovative Therapists International.

Rosenfeld-Johnson, S. (2010, May). Muscle placement and movement patterns for speech clarity and feeding safety. Workshop presented at the Annual Conference of the Canadian Association of Speech-Language Pathologists and Audiologists, Whitehorse, Canada.

Roth, F. P. & Paul. R. (2002). Principles of intervention. In R. Paul (Ed.), Introduction to clinical methods in communication disorders (160-181). Baltimore, MD: Paul H. Brookes Publishing Co.

Roth, F. P., & Worthington, C. K. (2005). Treatment resource manual for speech-language pathology. San Diego, CA: Singular.

Rothman, A. J. (2004). ‘Is there nothing more practical than a good theory?’: Why innovations and advances in health behavior change will arise if interventions are used to test and refine theory. International Journal of Behavioral Nutrition and Physical Activity, 1(11), 1-7.

Roulstone, S., Wren, Y., Bakopoulou, I., Goodlad, S., Lindsay, G. (2012). Exploring interventions for children and young people with speech, language and communication needs: A study of practice. London: Department for Education.

Rowe, K., & National Inquiry into the Teaching of Literacy (Australia), "Teaching Reading" (2005). Retrieved on 26 Sept, 2013 from http://research.acer.edu.au/tll_misc/5.

Rudolph, J. M., & Wendt, O. (2014). The Efficacy of the Cycles Approach: A Multiple Baseline Design, Journal of Communication Disorders. http://dx.doi.org/10.1016/j.jcomdis.2013.12.003

Rugg, M. D. & Coles, M. G. (1995). The ERP and cognitive psychology: Conceptual issues. In: M. D. Rugg & M. G. Coles (Eds), Electrophysiology of mind: Event-related brain potentials and cognition (pp. 27-39). Oxford, UK: Oxford University Press.

Ruggero, L., McCabe, P., Ballard, K. J. & Munro, N. (2012). Paediatric speech language pathology service delivery: An exploratory survey of Australian parents. International Journal of Speech-Language Pathology, 14(4), 338 – 350.

Ruscello, D. M. (1982). A selected review of palatal training procedures. Cleft Palate Journal, 18, 181-193.

Ruscello, D. M. (1993). A motor skill learning treatment program for sound system disorders. Seminars in Speech and Language, 14, 106-118.

Ruscello, D. R. (2008a). Treating Articulation and Phonological Disorders in Children. St. Louis, MO: Elsevier.

Ruscello, D. M. (2008b). Oral motor treatment issues related to children with developmental speech sound disorders. Language, Speech, and Hearing Services in Schools, 39(3), 380-391.

Ruscello, D. M. (2010). Collective findings neither support nor refute the use of oral motor exercises as a treatment for speech sound disorders. Evidence-based Communication Assessment and Intervention, 4, 65-72.

Ruscello, D. M., St. Louis, K. O., & Mason, N. (1991). School-aged children with phonologic disorders: Coexistence with other speech/language disorders. Journal of Speech and Hearing Research, 34, 236-242.

Rutter, M., & The English and Romanian Adoptees Study Team. (1998). Developmental catch-up and deficit following adoption after severe global early deprivation. Journal of Child Psychology and Psychiatry, 39, 465-476.

Rvachew, S. (1994). Speech perception training can facilitate sound production learning. Journal of Speech and Hearing Research, 37, 347-357.

Rvachew, S. (2005a). The importance of phonetic factors in phonological intervention. In A. G. Kamhi and K. E. Pollock (Eds), Phonological disorders in children: Clinical decision making in assessment and intervention (pp. 175-187). Baltimore: Paul H. Brookes Publishing Co.

Rvachew S. (2005b). Stimulability and treatment success. Topics in Language Disorders, 25(3), 207-219.

Rvachew, S. (2006). Longitudinal predictors of implicit phonological awareness skills. American Journal of Speech-Language Pathology, 15, 165-176.

Rvachew, S. (2007). Phonological processing and reading in children with speech sound disorders. American Journal of Speech-Language Pathology, 16, 260-270.

Rvachew, S. & Bernhardt, M. (2010). Clinical implications of the dynamic systems approach to phonological development. American Journal of Speech-Language Pathology,19, 34-50.

Rvachew, S., & Brosseau-Lapré, F. (2010). Speech perception intervention. In A. L. Williams, S. McLeod, & R. McCauley (Eds), Treatment of Speech Sound Disorders in Children (295-314). Baltimore, MD: Paul H. Brookes Publishing Co.

Rvachew, S., & Brosseau-Lapré, F. (2012). Developmental Phonological Disorders: Foundations of Clinical Practice. San Diego, CA: Plural Publishing.

Rvachew, S., & Nowak, M. (2001). The effect of target-selection strategy of phonological learning. Journal of Speech, Language and Hearing Research, 44, 610-623.

Rvachew, S., & Nowak, M. (2003). Clinical outcomes as a function of target selection strategy: A response to Morrisette and Gierut. Journal of Speech-Language and Hearing Research, 46, 386-389.

Rvachew, S., Nowak, M., & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13, 250-263.

Rvachew, S., Ohberg, A., Grawburg, M., & Heyding, J. (2003). Phonological awareness and phonemic perception in 4-year-old children with delayed expressive phonology skills. American Journal of Speech-Language Pathology, 12, 463-471.

Rvachew, S., Rafaat, S., & Martin, M. (1999). Stimulability, speech perception and the treatment of phonological disorders. American Journal of Speech-Language Pathology, 8, 33-43.

Saben, C. B., & Ingham, J. C. (1991). The effects of minimal pairs treatment on the speech-sound production of two children with phonologic disorders. Journal of Speech and Hearing Research, 34, 1023-1040.

Sander, E. (1972). When are speech sounds learned? Journal of Speech and Hearing Disorders, 37, 55-63.

Scarborough, H. S., & Brady, S. A. (2002). Toward a common terminology for talking about speech and reading: A glossary of the ‘phon’ words and some related terms. Journal of Literacy Research, 34, 299-334.

Schmidt, A. M., & Meyers, K. A. (1995). Traditional and phonological treatment for teaching English fricatives and affricates to Koreans. Journal of Speech and Hearing Research, 38, 828-838.

Schmidt, R. A., & Lee, T. D. (2011). Motor control and learning: A behavioural emphasis, 5th Ed. Champaign, IL: Human Kinetics.

Schonweiler, R., Ptok, M., & Radu, H. J. (1998). A cross-sectional study of speech- and language-abilities of children with normal hearing, mild fluctuating conductive hearing loss, or moderate to profound sensoneurinal hearing loss. International Journal of Pediatric Otorhinolaryngology, 44(3), 251-258.

Schoolfield, L. (1937). Better speech and better reading. Boston, MA: Expression.

Schulz, G., Dingwall, W., & Ludlow, C. (1999). Speech and oral motor learning in individuals with cerebellar atrophy. Journal of Speech, Language, and Hearing Research, 42, 1157-1175.

Schwartz, R. G. (1992). Advances in phonological theory as a clinical framework. Language, Speech, and Hearing Services in Schools, 23, 269-276.

Schwartz, R. G., & Leonard, L. (1982). Do children pick and choose? Journal of Child Language. 9, 319-336.

Scott, K., Roberts, J., & Krakow, R. (2008). Oral and written language development of children adopted from China. American Journal of Speech-Language Pathology, 17, 150-160.

Secord, W., Boyce, S. Donohue, J., Fox, R. & Shine R. (2007). Eliciting Sounds: Techniques and Strategies for Clinicians 2nd Ed. Clifton Park, NY: Thompson Delmar Learning.

Seddoh, S. A. K., Robin, D.A., Sim, H.-S., Hageman, C., Moon, J.B., & Folkins, J. W. (1996). Speech timing in apraxia of speech versus conduction aphasia. Journal of Speech and Hearing Research, 39, 590-603.

Selkirk, E. O. (1984). Phonology and syntax. Cambridge, MA: The MIT Press.

Shames, G. H. (2006). Counseling the communicatively disabled and their families: A manual for clinicians (2nd ed.). Mahwah, NJ: Lawrence Earlbaum Associates.

Sell, D. & Harding-Bell, A. (2010). Cleft palate and velopharyngeal abnormalities. In: M. Kersner & J. Wright (Eds). Speech and Language Therapy. The decision making process when working with children, pp. 215-230. David Fulton Publishers: London.

Shelton, R. L. (1993). Grand rounds for sound system disorder. Conclusion: What was learned? Seminars in Speech and Language, 14, 166 – 177.

Shelton, R. L. (2005). Oral motor treatments [letter to the editor]. ASHA Leader, 10(12), 36.

Sherman, D., & Geith, A. (1967). Speech sound discrimination and articulation skill. Journal of Speech and Hearing Research, 10, 277-280.

Shipley, K. G., & Roseberry-McKibbin, C. (2005).Interviewing and counseling in communicative disorders: Principles and procedures(3rd ed.). Austin, TX: Pro-Ed.

Shprintzen, R. J. (1999). The Velo-Cardio-Facial Syndrome Educational Foundation Clinical Database Project. Retrieved April 10, 2008 from http://www.vcfsef.org/pp/vcf_facts/index.htm

Shprintzen, R. J., & Croft, C. B. (1981). Abnormalities of the Eustachian tube orifice in individuals with cleft palate. International Journal of Pediatric Otorhinolaryngology, 3, 15–23.

Shprintzen, R.J. & Golding-Kushner, K. J. (2008). Velo-cardio-facial Syndrome: Volume 1. Plural Publishing, San Diego.

Shprintzen, R. and Golding-Kushner, K. J. (2012). International Use of Telepractice; Perspectives on Telepractice, l2:16-25.

Shprintzen, R. J., Sher, A. E., & Croft, C. B. (1987). Hypernasal speech caused by hypertrophic tonsils. International Journal of Pediatric Otorhinolaryngology, 14, 45–56.

Shriberg, L. D. (1975). A response evocation program for /ɚ/. Journal of Speech and Hearing Disorders, 40, 92–105. Reprinted in Contemporary readings in articulation disorders. C. Bennett, N. Bountress, & G. Bull. Dubuque, IA: Kendall-Hunt.

Shriberg, L. D. (1982). Diagnostic assessment of developmental phonological disorders. In M. Crary (Ed.). Phonological intervention, concepts and procedures. San Diego: College-Hill Inc.

Shriberg, L. D., (1993). Four new speech and prosody-voice measures for genetics research and other studies in developmental phonological disorders. Journal of Speech and Hearing Research, 36, 105-140.

Shriberg, L. D. (1997). Developmental phonological disorders: One or many? In B. W. Hodson and M. L. Edwards (Eds), Perspectives in applied phonology (pp. 105-132). Gaithersburg, MD: Aspen.

Shriberg, L. D. (2003). Diagnostic markers for child speech-sound disorders: Introductory comments. Clinical Linguistics and Phonetics, 17, 501-505.

Shriberg, L. D. (2004). Diagnostic classification of five sub-types of childhood speech sound disorders (SSD) of currently unknown origin. Paper presented at the 2004 International Association of Logopedics and Phoniatrics Congress, Brisbane, Australia.

Shriberg, L. D. (2006, June). Research in Idiopathic and Symptomatic Childhood Apraxia of Speech. Paper presented at the 5th International Conference on Speech Motor Control Nijmegen, the Netherlands.

Shriberg, L. D., Aram, D. M., & Kwiatkowski, J. (1997a). Developmental apraxia of speech: I. Descriptive perspectives. Journal of Speech, Language, and Hearing Research, 40, 273–285.

Shriberg, L. D., Aram, D. M., & Kwiatkowski, J. (1997b). Developmental apraxia of speech: II. Toward a diagnostic marker. Journal of Speech, Language, and Hearing Research, 40, 286-312.

Shriberg, L. D., Aram, D. M., & Kwiatkowski, J. (1997c). Developmental apraxia of speech: III. A subtype marked by inappropriate stress. Journal of Speech, Language, and Hearing Research, 40, 313–337.

Shriberg, L. D., Austin, D., Lewis, B. A., McSweeny, J. L., & Wilson, D. L. (1997). The percentage of consonants correct (PCC) metric: extensions and reliability data. Journal of Speech, Language, and Hearing Research, 40(4), 708-722.

Shriberg, L. D., & Campbell, T. F. (2002). Proceedings of the 2002 Childhood Apraxia of Speech Research Symposium. Carlsbad: The Hendrix Foundation.

Shriberg, L. D., Campbell, T. F., Karlsson, H. B., McSweeney, J. L., Nadler, C. J. (2003). A diagnostic marker for childhood apraxia of speech: The lexical stress ratio. Clinical Linguistics and Phonetics, 17, 7, 549-574.

Shriberg, L. D., Kent, R. D., Karlsson, H. B., McSweeny, J. L., Nadler, C. J., & Brown, R. L. (2003). A diagnostic marker for speech delay associated with otitis media with effusion: backing of obstruents. Clinical Linguistics and Phonetics, 17(7), 529 - 547.

Shriberg, L. D., Flipsen, P., Jr., Kwiatkowski, J., & McSweeny, J. L. (2003). A diagnostic marker for speech delay associated with otitis media with effusion: The intelligibility-speech gap. Clinical Linguistics and Phonetics, 17, 507–528.

Shriberg, L. D., Flipsen, P., Jr., Thielke, H., Kwiatkowski, J., Kertoy, M. K., Katcher, M. L., Nellis, R. A. & Block, M. G. (2000). Risk for speech disorder associated with early recurrent otitis media with effusion: two retrospective studies. Journal of Speech Language & Hearing Research, 43(1), 79-99.

Shriberg, L. D., Fourakis, M., Hall, S., Karlsson, H. K., Lohmeier, H. L, McSweeny, J., Potter, N. L., Scheer-Cohen, A. R., Strand, E. A., Tilkens, C. M., & Wilson, D. L. (2010). Extensions to the Speech Disorders Classification System (SDCS). Clinical Linguistics & Phonetics, 24, 795-824.

Shriberg, L. D., Kent, R. D., Karlsson, H. B., McSweeny, J. L., Nadler, C. J., & Brown, R. L. (2003). A diagnostic marker for speech delay associated with otitis media with effusion: backing of obstruents. Clinical Linguistics and Phonetics, 17(7), 529 - 547.

Shriberg, L. D., & Kwiatkowski, J. (1980).Natural Process Analysis New York: Academic Press.

Shriberg, L. D., & Kwiatkowski, J. (1982a). Phonological disorders I: A diagnostic classification system. Journal of Speech and Hearing Disorders, 47, 226-241.

Shriberg, L. D., & Kwiatkowski, J. (1982b). Phonological disorders II: A conceptual framework for management. Journal of Speech and Hearing Disorders, 47, 242-256.

Shriberg, L. D., & Kwiatkowski, J. (1982c). Phonological disorders III: A procedure for assessing severity of involvement. Journal of Speech and Hearing Disorders, 47, 256-270.

Shriberg, L. D., & Kwiatkowski, J. (1987). A retrospective study of spontaneous generalization in speech-delayed children. Language, Speech, and Hearing Services in Schools, 18, 144-157.

Shriberg, L. D., & Kwiatkowski, J. (1988). A follow-up study of children with phonologic disorders of unknown origin. Journal of Speech and Hearing Disorders, 53, 144-155.

Shriberg, L.D., & Kwiatkowski, J. (1990). Self-monitoring and generalization in preschool speech-delayed children. Language Speech and Hearing Services in Schools, 21, 157-170.

Shriberg, L. D., & Kwiatkowski, J. (1994). Developmental phonological disorders I: A clinical profile. Journal of Speech and Hearing Research, 37, 1100–1126.

Shriberg, L. D., Kwiatkowski, J., Best, S., Hengst, J., & Terselic-Weber, B. (1986). Characteristics of children with phonologic disorders of unknown origin. Journal of Speech and Hearing Disorders, 51, 140-161.

Shriberg, L. D., Lohmeier, H.L., Strand, E. A., & Jakielski, K. J. (2012). Encoding, memory, and transcoding deficits in Childhood Apraxia of Speech. Clinical Linguistics & Phonetics, 26(5), 445-482.

Shriberg, L. D., Paul, R., Black, L. M., & van Santen, J. P. (2011). The hypothesis of apraxia of speech in children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 41, 405-426.

Shriberg, L. D., Potter, N. L., & Strand, E. A. (2011). Prevalence and phenotype of childhood apraxia of speech in youth with galactosemia. Journal of Speech, Language, and Hearing Research, 54, 487-519.

Shriberg, L. D., Tomblin, J. B., & McSweeny, J. L. (1999). Prevalence of speech delay in 6-year-old children and comorbidity with language impairment. Journal of Speech and Hearing Research, 42, 1461-1481.

Shriberg, L., & Widder, C. J. (1990). Speech and prosody characteristics of adults with mental retardation. Journal of Speech and Hearing Research, 33, 627-653.

Sjögreena, L., Tuliniusb, M., Kiliaridisc, S., & Lohmanderd, A. (2010). The effect of lip strengthening exercises in children and adolescents with myotonic dystrophy type 1. International Journal of Pediatric Otorhinolaryngology, 74(10), 1126-1134.

Shuster, L. I. (1998). The perception of correctly and incorrectly produced /r/. Journal of Speech, Language, and Hearing Research, 41, 941-950.

Simpson, S. A., Thomas, C. L., van der Linden, M. K., Macmillan, H., van der Wouden, J. C., & Butler, C. (2007). Identification of children in the first four years of life for early treatment for otitis media with effusion.[update of Cochrane Database Syst Rev. 2003;(2):CD004163; PMID: 12804500]. Cochrane Database of Systematic Reviews(1), CD004163.

Skahan, S. M., Watson, M. & Lof, G. L. (2007). Speech language pathologist assessment practices for children with suspected speech sound disorders: Results of a national survey. American Journal of Speech-Language Pathology, 16, 246-259.

Skinder, A. (2000). The Relationship of Prosodic and Articulatory Errors Produced by Children with Developmental Apraxia. Unpublished Doctoral Dissertation, University of Washington, Seattle.

Skinder-Meredith, A., Carkowski, S., & Graff, N. (December 15, 2004). Comparison of nasalance measures in children with childhood apraxia of speech and repaired cleft palate, to their typically developing peers.SpeechPathogy.com Retrieved on March 21, 2008 from http://www.speechpathology.com/articles/index.asp

Skinder-Meredith, A., Lommers, K. & Yoder, J. (2007). Trends in the case histories of 15 children with Childhood Apraxia of Speech. Poster presented at the American Speech Language and Hearing Convention, Boston, MA.

Smit, A. B. (2004a). Speech sampling, articulation tests, and intelligibility in children with phonolological errors. In R. D. Kent (Ed.), The MIT encyclopedia of communication disorders (pp. 213-215). Cambridge, MA: The MIT Press.

Smit, A. B. (2004b). Speech sampling, articulation tests, and intelligibility in children with residual errors. In R. D. Kent (Ed.), The MIT encyclopedia of communication disorders (pp. 215-218). Cambridge, MA: The MIT Press.

Smit, A. B., Hand, L., Freilinger, J. J., Bernthal, J. E. & Bird, A. (1990). The Iowa Articulation Norms Project and its Nebraska replication. Journal of Speech and Hearing Disorders, 55, 779-798.

Smith, E. C. & Lewicki, M. S. (2006). Efficient auditory coding. Nature, 439, 978-982.

Smith, N. V. (1973). The acquisition of phonology: A case study. Cambridge: Cambridge University Press.

Smith, N. V. (1978). Lexical representation and the acquisition of phonology. Paper given as a forum lecture, Linguistic Institute,Linguistic Society of America.

Snowling, M., Bishop, D. V. M. & Stothard, S. E. (2000). Is pre-school language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology & Psychiatry, 41(5), 587-600.

Snowling, M. J. & Hulme, C. (2012). Interventions for children’s language and literacy difficulties. International Journal of Language and Communication Disorders, 47(1), 27-34.

Snowling, M., Goulandris, N., & Stackhouse, J. (1994). Phonological constraints on learning to read: Evidence from single case studies of reading difficulty. In C. Hulme & M. Snowling (Eds), Reading development and dyslexia (pp. 86-104). London: Whurr Publishers.

So, L. K. H. & Dodd, B. (1994). Phonologically disordered Cantonese speaking children. Clinical Linguistics and Phonetics, 8, 235–255.

So, L. K. H., & Dodd, B. (1995). The acquisition of phonology by Cantonese-speaking children. Journal of Child Language, 22, 473-495.

Solomon, N., & Munson, B. (2004). The effect of jaw position on measures of tongue strength and endurance. Journal of Speech, Language, and Hearing Research, 47, 584-594.

Sommers, R. K., Leiss, R. H., Delp, M., Gerber, A., Fundrella, D., Smith, R., Revucky, M., Ellis, D., & Haley, V. (1967). Factors related to the effectiveness of articulation therapy for kindergarten, first and second grade children. Journal of Speech and Hearing Research, 13, 428-437.

Sosa, A. V. & Stoel-Gammon, C. (2012). Lexical and Phonological Effects in Early Word Production. Journal of Speech, Language, and Hearing Research, 55(2), 596-608.

Speake, J., Howard, S. & Vance, M. (2011). Intelligibility in children with persisting speech disorders: A case study. Journal of Interactional Research in Communication Disorders, 2(1), 131-151.

Speake, J., Stackhouse, J. & Pascoe, M. (2012). Vowel targeted intervention for children with persisting speech difficulties: Impact on intelligibility. Child Language Teaching and Therapy, 28(3) 277–295.

Spillers, C. (2007). An existential framework for understanding the counseling needs of clients. American Journal of Speech-Language Pathology, 16, 191-197.

Stackhouse, J. (1985). Segmentation, speech and spelling difficulties. In M. Snowling (Ed.), Children's written language difficulties (pp. 96-115). Windsor, Berkshire: The NFER-Nelson Publishing Company Ltd.

Stackhouse, J. (1996). Speech, reading and spelling: Who is at risk, and why? In M. Snowling & J. Stackhouse (Eds), Dyslexia, speech and language: A practitioner’s handbook (pp. 12-30). London: Whurr Publishers.

Stackhouse, J. (1997). Phonological awareness: Connecting speech and literacy problems. In B. W. Hodson & M. L. Edwards (Eds), Perspectives in applied phonology (pp. 157-196). Gaithersburg, MD: Aspen.

Stackhouse, J., & Pascoe, M. (2010). Psycholinguistic intervention. In Williams, A. L., McLeod S. & R. J. McCauley. (Eds), Interventions for Speech Sound Disorders in Children (219-246). Paul H. Brookes Publishing Co. 

Stackhouse, J., Pascoe, M., & Gardner, H. (2006). Intervention for a child with persisting speech and literacy difficulties: A psycholinguistic approach. Advances in Speech-Language Pathology, 8(3), 231 - 244.

Stackhouse, J., Vance, M., Pascoe, M. & Wells, B. (2007). Children's Speech and Literacy Difficulties IV: Compendium of Auditory and Speech Tasks. Chichester: John Wiley and Sons.

Stackhouse, J. & Wells, B. (1997). Children's Speech and Literacy Difficulties I: A Psycholinguistic Framework. London: Whurr Publishers.

Stackhouse, J. & Wells, B. (2001). Children's Speech and Literacy Difficulties II: Identification and Intervention. London: Whurr Publishers.

Stackhouse, J., Wells, B., Pascoe, M., & Rees, R. (2002). From phonological therapy to phonological awareness. Seminars in Speech and Language, 23(1), 27-42.

Stampe, D. (1969). The acquisition of phonetic representation. Papers from the 5th regional meeting of the Chicago Linguistic Society. 443-454.

Stampe, D. (1973). A dissertation on natural phonology. Unpublished doctoral dissertation, University of Chicago.

Stampe, D. (1979).A dissertation on natural phonology. New York; Academic Press.

Starr, C. D. (1990). Treatment by therapeutic exercises. In J. Bardach and HL Morris (Eds), Multidisciplinary Management of Cleft Lip and Palate (pp. 792-798). Philadelphia, W.B. Saunders Company.

Stein, C. M., Lu, Q., Elston, R. C., Freebairn, L. A., Hansen, A. J., Shriberg, L. D., Taylor, H. G., Lewis, B. A., & Iyengar, S. K. (2011). Heritability estimation for speech-sound traits with developmental trajectories. Behavioral Genetics, 41, 184-191.

Stemberger, J.P. & Bernhardt, B. (1997). Optimality theory. In M. Ball and R. Kent (Eds) The new phonologies. (pp. 211-245). San Diego, CA: Singular Press.

Stephens, D., & Upton, D. (2012). Speech and language therapists’ understanding and adoption of evidence-based practice.International Journal of Therapy and Rehabilitation, 19(6), 328-334.

Stephens, H., & Elton, M. (1986). Description of Systematic Use of Articulograms. College of Speech and Language Therapists Bulletin: December.

Steriade, D. (1990). Greek prosodies and the nature of syllabification (Doctoral dissertation, Massachusetts Instituted of Technology, 1982). New York: Garland Press.

Sternberg, D. (1981). How to Complete and Survive a Doctoral Dissertation. New York: St. Martin’s Press.

Stinchfield, S., & Young, E. H. (1938). Children with delayed or defective speech: Motor-kinesthetic factors in their training. Stanford, CA: Stanford University Press.

Stoel-Gammon, C. (1988). Evaluation of phonological skills in pre-school children. New York: Thieme Medical Publishers.

Stoel-Gammon, C. (1990). Issues in phonological development and disorders. In J. Miller (Ed.), Progress in Research on Child Language Disorders. Austin, TX: PRO-ED.

Stoel-Gammon, C. (2007). Variability in speech acquisition. In S. McLeod (Ed.) International guide to speech acquisition (pp. 55-60). Clifton Park, NY:Delmar Thomson Learning.

Stoel-Gammon, C. (2010). Relationships between lexical and phonological development in young children. Journal of Child Language, 38(1),1-34.

Stoel-Gammon, C. & Dunn, C. (1985). Normal and disordered phonology in children. Baltimore: University Park Press.

Stoel-Gammon, C. & Pollock, K. E. (2008). Vowel development and disorders. In M. Ball, M. Perkins, N. Müller, & S. Howard (Eds) Handbook of clinical linguistics. Oxford: Blackwell Publishers.

Stone, J. & Olswang, L. (1989, June-July). The hidden challenge in counseling. Asha, 27-31.

Strode, R., & Chamberlain, C. (1997). Easy does it™ for articulation: An oral-motor approach. E. Moline, IL: LinguiSystems.

Storkel, H. L., Armbruster, J., & Hogan, T. P. (2006). Differentiating phonotactic probability and neighborhood density in adult word learning. Journal of Speech, Language, and Hearing Research, 49, 1175-1192.

Storkel, H. L., & Morrisette, M. L. (2002). The lexicon and phonology: Interactions in language acquisition. Language, Speech and Hearing Services in Schools, 33(1), 24-37.

Stothard, S. E., Snowling, M. J., Bishop, D. V. M., Chipchase, B. B., and Kaplan, C. A. (1998). Language impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language and Hearing Research, 41, 407-418.

Strand, E. (1995). Treatment of motor speech disorders in children, Seminars in Speech and Language, 16(2), 126-139.

Strand, E. A., & Debertine, P. (2000). The efficacy of integral stimulation with developmental apraxia of speech. Journal of Medical Speech-Language Pathology, 8(4), 295-300.

Strand, E., & Johnson, K. (1996). Gradient and visual speaker normalization in the perception of fricatives. In D. Gibbon (Ed.), Natural Language Processing and Speech Technology: Results of the 3rd KONVENS Conference, Bielfelt, October 1996 (pp. 14-26). Berlin: Mouton de Gruyter.

Strand, E. & McCauley, R. J. (1999). Assessment procedures for treatment planning in children with phonologic and motor speech disorders. In A. Caruso, and E. Strand (Eds), Clinical Management of Motor Speech Disorders in Children. (p.73-107) New York: Thieme-Stratton.

Strand, E. A., McCauley, R. J., Weigand, S., Stoeckel, R., & Baas, B. (2013). A motor speech assessment for children with severe speech disorders: Reliability and validity evidence. Journal of Speech, Language, and Hearing Research, 56(2), 505-520.

Strand, E., Stoeckel, R., & Baas, B. (2006). Treatment of Severe Childhood Apraxia of Speech: A Treatment Efficacy Study. Journal of Medical Speech Pathology, 14, 297-307.

Strode Downing R., Chamberlain C. (1993). Easy does it for apraxia school-age. East Moline, IL: Linguisystems.

Strode Downing R, Chamberlain C. (1994). Easy does it for apraxia preschool. East Moline, IL: Linguisystems.

Sudbery, A., Wilson, E, Broaddus, T., & Potter, N. (2006, November). Tongue strength in preschool children: Measures, implications, and revelations. Poster presented at the annual convention of the American Speech-Language-Hearing Association, Miami Beach, FL.

Sutherland, D., & Gillon, G. T. (2005). Assessment of phonological representations in children with speech impairment, Language, Speech and Hearing Services in Schools, 36, 294-307.

Sutherland, D., & Gillon, G. T. (2007). The development of phonological representations and phonological awareness in children with speech impairment. International Journal of Language and Communication Disorders, 42(2), 229-250.

Sweeney, T. J. (2009). Adlerian counseling and psychotherapy: A practitioner’s approach (5th ed.). New York, NY: Routledge.

Swift, W. B. (1918). Speech defects in school children and how to treat them. Boston, MA: Houghton Mifflin.

Takagi, S., & Yasuda, A. (1967). Seij_y_ji no k_onn_ryoku. Sh_ni Hoken Igaku, 25, 23-28.

TalkTools (2013). Original horn kit. Retrieved 19 Sept, 2013 from www.talktools.com/original-horn-kit/.

Taps Richard, J. (2012). Complex cluster cards.  San Diego: SLPath.

Taylor-Goh, S. (2005). Royal College of Speech and Language Therapists: Clinical guidelines. Brackley: Speechmark Publishing.

Templin, M. C. (1957). Certain language skills in children. Monograph Series No. 26. Minneapolis: The Institute of Child Welfare, University of Minnesota.

Tharpe, A. M. (1998). Treatment fads versus evidence-based practice. In F. H. Bess (Ed.), Children with hearing impairment: Contemporary trends (pp. 179-188). Nashville, TN: Vanderbilt Bill Wilkerson Press.

Thelen, E., & Bates, E. (2003). Connectionism and dynamic systems: Are they really different? Developmental Science, 6, 378-391.

Thinking Publications (2004). Barbara Hodson: Phonological Intervention Guru. Thinking Big News, Issue 22, December.

Teverovsky, E. G., Bickel, J. O., & Feldman, H.M. (2009). Functional characteristics of children diagnosed with childhood apraxia of speech. Disability and Rehabilitation, 31(2), 94-102.

Thomas, D., McCabe, P., & Ballard, K. J. (2013). Treatment for Childhood Apraxia of Speech: Does Rapid Syllable Transition (ReST) treatment work when it’s done twice rather than four times per week? Paper presented at the Speech Pathology Australia Annual National Conference, Gold Coast, QLD, Australia.

Thomas, D., McCabe, P. & Ballard, K. (2014). Parent Training for Rapid Syllable Transitions Treatment for Childhood Apraxia of Speech: Fidelity of parent conducted treatment. Paper presented at the Motor Speech Symposium, Sarasota, Fl, USA March 2014.

Thomas, D., McCabe, P., Ballard, K. (2014). Rapid Syllable Transitions (ReST) treatment for Childhood Apraxia of Speech: The effect of lower dose-Frequency. Journal of Communication Disorders, 51, 29-42.

Thomas, E. (2007). Phonological and phonetic characteristics of African-American English. Language and Linguistics Compass, 1, 450-475.

Thomas-Stonell, N., Oddson, B., Robertson, B. & Rosenbaum, P. (2009). Predicted and observed outcomes in preschool children following speech and language treatment: Parent and clinician perspectives. Journal of Communication Disorders, 42, 29-42.

Thomas-Stonell, N., Oddson, B., Robertson, B., & Rosenbaum, P. (2010). Development of the FOCUS© (Focus on the Outcomes of Communication Under Six): A communication outcome measure for preschool children. Developmental Medicine and Child Neurology, 52(1), 47-53.

Thompson, C. K. (2007). Complexity in language learning and treatment. American Journal of Speech-Language Pathology, 16(1), 3-5.

Thompson, C. K., & Shapiro, L. P. (2007). Complexity in Treatment of Syntactic Deficits. American Journal of Speech-Language Pathology, 16(1), 30-42.

Thompson, K. (1998). Early intervention services in daily family life: mothers’ perceptions of ‘ideal’ versus ‘actual’ service provision. Occupational Therapy International, 5(3), 206-221.

Tindall, L., Cohn E., Campbell, M., Golding-Kushner K., & Christiana, D. (2012 November). Special Interest Group 18 Telepractice: Today & Tomorrow. Poster session. American Speech-Language-Hearing Association Annual Convention, Atlanta, GA.

Toki, E.I. & Pange, J. (2012). E-learning activities for articulation in speech-language therapy and learning for preschool children. Procedia Social and Behavioural Sciences, 2, 4274-4278.

Tomarakos, D. (2012). App Review Rating Scale. Retrieved 10 Oct, 2013 from http://www.speechgadget.com

Tomes, L. A., Kuehn, D. P., & Peterson-Falzone, S. J. (2004). Research considerations for behavioral treatments of velopharyngeal impairment. In K. Bzoch (Ed.), Communicative disorders related to cleft lip and palate (5th ed.) (pp. 797-846). Austin, TX: Pro-Ed.

Toner, M. A., & Shadden, B. B. (2002). Counseling challenges: Working with older clients and caregivers. Contemporary Issues in Communication Science and Disorders, 29, 68-78.

Torgesen, J. K., & Bryant, B. (1994). Test of Phonological Awareness. Austin, TX Pro-Ed.

Ttofari Eecen, K. (2011). Early identification, prediction, and classification of speech sound disorders in the preschool years. PhD thesis, Department of Paediatrics, The University of Melbourne.

Traquina D., Golding-Kushner K. J., Shprintzen R.J. (1990, December). Comparison of tonsil size based on oral and nasopharyngoscopic observation. Society of Ear Nose and Throat Advances in Children, Washington, DC.

Travis, L. E. (1931). Speech pathology: A dynamic neurological treatment of normal speech and speech deviations. NY: D. Appleton Co.

Travis, L. E. (1957). Handbook of Speech Pathology. NY: Appleton-Century-Crofts.

Twitmeyer, E. B., & Nathanson, Y. S. (1932). Correction of defective speech. Philadelphia, PA: P. Blakiston's Son and Co.

Trost-Cardamone, J. E. (2009). Articulation and phonologic assessment procedures and treatment decisions. In K. T. Moller & Glaze, L. E.. Starr (Eds), Cleft lip and palate: Interdisciplinary issues and treatment (2nd ed.),(pp. 377-414). Austin, TX: Pro-Ed.

Trudgill, P. (2004). New-dialect formation: The inevitability of colonial Englishes. Edinburgh: Edinburgh University Press.

Tse, A. C. Y. (1991). The acquisition process of Cantonese phonology: A case study. Unpublished masters thesis, University of Hong Kong.

Tse, S. M. (1982). The acquisition of Cantonese phonology. Unpublished doctoral thesis, University of British Columbia, Canada.

Tunmer, W., Chapman, J., & Prochnow, J. (2006). Literate cultural capital at school entry predicts later reading achievement: A seven year longitudinal study. New Zealand Journal of Educational Studies.

Tutu, D. M.(1991, December). You are the Rainbow People of God. Sermon in Tromsö, Norway.

Tyler, A. A. (2002). Language-based intervention for phonological disorders. Seminars in Speech and Language, 23, 69-82.

Tyler, A. A. (2005). Planning and monitoring intervention programs. In A. G. Kamhi and K. E. Pollock (Eds), Phonological disorders in children: Clinical decision making in assessment and intervention (123-137). Baltimore: Paul H. Brookes Publishing Co.

Tyler, A. A. (2008). What works: evidence-based intervention for children with speech sound disorders. Seminars in Speech and Language, 29(4), 320-330.

Tyler, A. A. (2010). Subgroups, comorbidity, and treatment implications. In Paul, R., & Flipsen, P. (Eds.), Speech sound disorders in children: In honor of Lawrence D. Shriberg (pp. 71–92). San Diego, CA: Plural Publishing.

Tyler, A. A. & Figurski, G. R. (1994). Phonetic inventory changes after treating distinctions along an implicational hierarchy. Clinical Linguistics & Phonetics, 8, 91-107.

Tyler, A. A., Gillon, G., Macrae, T., & Johnson, R. L. (2011). Direct and Indirect Effects of Stimulating Phoneme Awareness vs. Other Linguistic Skills in Preschoolers With Co-occurring Speech and Language Impairments. Topics in Language Disorders, 31(2), 128-144.

Tyler, A. A. & Lewis, K. E. (2005). Relationships among consistency/variability and other phonological measures over time. Topics in Language Disorder: Clinical Perspectives on Speech Sound Disorders, 25(3),243-253.

Tyler, A., & Watterson, K. (1991). Effects of phonological versus language intervention in preschoolers with both phonological and language impairment. Child Language Teaching and Therapy, 7, 141-160.

UK National Screening Committee (n.d.). What is screening? Retrieved Nov 1, 2013 from: www.screening.nhs.uk/screening

UN Millennium Project (2005). Investing in Development: A Practical Plan to Achieve the Millennium Development Goals. Washington: Communication Developments Inc. Downloaded on September 19, 2012 from www.unmillenniumproject.org/reports/fullreport.htm

Ullrich, A. (2007). Nichtlineare phonologische Diagnostik, NILPOD. Unpublished manuscript. [Nonlinear phonological assessment].

Ullrich, A. & Bernhardt, B. (2005). Neue Perspektiven der phonologischen Analyse - Implikationen für die Untersuchung phonologischer Entwicklungsstörungen. Die Sprachheilarbeit, 5, 221-233. [New perspectives in phonological analysis – Implications for the investigation of developmental phonological impairments.]

Unicomb, R., Hewat, S., Spencer, E., & Harrison, E. (2013). Clinicians’ management of young children with co-occurring stuttering and speech sound disorder. International Journal of Speech-Language Pathology, (15)4, 441-452.

Vallino-Napoli, L. D., & Reilly, S. (2004). Evidence-based health care: A survey of speech pathology practice. Advances in Speech-Language Pathology, 6(2), 107 - 112.

Van Borsel, J., Van Rentergem, S., & Verhaeghe, L. (2007). The prevalence of lisping in young adults. Journal of Communication Disorders, 40(6), 493-502.

Van Demark, D. R. & Hardin, M, A. (1990). Speech therapy for the child with cleft lip and palate. In J. Bardach & H.L. Morris (Eds), Multidisciplinary Management of Cleft Lip and Palate (pp. 799-806). Philadelphia, W. B. Saunders Company.

Van Rees, L. J., Ballard, K. J., McCabe, P., Macdonald-D’Silva, A. G., & Arciuli, J. (2012). Training Production of Lexical Stress in Typically Developing Children Using Orthographically Biased Stimuli and Principles of Motor Learning. American Journal of Speech-Language Pathology, 21(3), 197-205.

Van Riper, C. (1939). Speech correction: Principles and methods. New York: Prentice-Hall.

Van Riper, C. (1963). Speech correction: Principles and methods. New Jersey: Prentice Hall.

Van Riper, C. (1978). Speech correction: Principles and methods, 6th Ed. Englewood Cliffs, N.J.: Prentice-Hall.

Van Riper, R., & Emerick, L. (1984). Speech correction: An introduction to speech pathology and audiology. Englewood Cliffs, NJ: Prentice-Hall.

Van Riper, C., & Irwin, J. V. (1958). Voice and Articulation. Englewood Cliffs, N.J: Prentice Hall.

Vance, M. & Clegg, J. (2012). Editorial: Use of single case study research in child speech, language and communication interventions. Child Language Teaching & Therapy, 28(3), 255-258.

Vargha-Khadem, F., Watkins, K., Alcock, K., Fletcher, P., & Passingham, R. (1995). Praxic and nonverbal cognitive deficits in a large family with a genetically transmitted speech and language disorder. Procedures of the National Academy of Science USA, 92, 930-3.

Velleman, S. L. (1998). Making phonology functional: What do I do first? Boston: Butterworth-Heinemann.

Velleman, S. (2002). Phonotactic therapy. Seminars in Speech and Language, 23, 43-57.

Velleman, S. L. (2003). Resource guide for Childhood Apraxia of Speech. Clifton Park, NY: Delmar/Thomson Learning.

Velleman, S. (2005). Perspectives on assessment. In A. Kamhi & K. Pollock (Eds), Phonological disorders in children (pp. 23-34). Baltimore: Brookes.

Velleman, S. & Shriberg, L. (1999). Metrical analysis of the speech of children with suspected developmental apraxia of speech. Journal of Speech, Language, and Hearing Research, 42, 1444-1460.

Velleman, S. L., & Strand, K. (1994). Developmental verbal dyspraxia. In J. E. Bernthal, & N. W. Bankson (Eds), Child phonology: Characteristics, assessment, and intervention with special populations. New York: Thieme Medical Publishing, Inc. 110 -139.

Velleman, S. L., & Vihman, M. M. (2002). Whole-word phonology and templates: Trap, bootstrap, or some of each? Language, Speech, and Hearing Services in the Schools, 33, 9-23.

Velten, H. (1943). The growth of phonemic and lexical patterns in infant language. Language, 19, 281-292.

Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2-40.

Vogel Sosa, A. & Bybee, J. L. (2008). A cognitive approach to clinical phonology. In M. J. Ball, M. R. Perkins, N. Müller, & S. Howard (eds). The handbook of clinical linguistics (pp. 480-490). Oxford: Blackwell.

Von Almen, P., & Blair, J. (1989). Informational counseling for school-aged hearing-impaired students. Language, Speech, and Hearing Services in Schools, 20, 31-40.

Von Bremen, V. (1990). A nonlinear phonological approach to intervention with severely phonologically disordered twins.Unpublished Master’s thesis, University of British Columbia.

Vygotsky, L. S. (1978). Mind in society, in M. Cole, V. John-Steiner, S. Scribner, and E. Souberman (Eds), The development of higher psychological processes. London: Harvard University Press.

WHO (1980). World Health Organization. ICIDH: International classification of impairment, disabilities and handicaps. Geneva, Switzerland: author.

WHO (2007). World Health Organization (WHO Workgroup for development of version of ICF for Children. International classification of functioning, disability and health - Version for children and youth: 2013-CY. Geneva: World Health Organization.

WHO (2001). ICF: International classification of functioning, disability and health. Geneva: World Health Organization.

WHO: World Health Organization and The World Bank. (2011). World report on disability. Geneva: World Health Organization.

Walley, A. C., Metsala, J. L., & Garlock, V. M. (2003). Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability. Reading and Writing, 16, 5-20.

Waring , R. & Knight, R. (2013). How should children with speech sound disorders be classified? A review and critical evaluation of current classification systems. International Journal of Language and Communication Disorders, 48(1), 25-40.

Waterson, N. (1971). Child phonology: A prosodic view,Journal of Linguistics,7, 170-221.

Waterson, N. (1981). A tentative development model of phonological representation. In T. Myers, J. Laver & J. Anderson (Eds), The cognitive representation of speech. Amsterdam: North Holland.

Watt, N., Wetherby, A., & Shumaway, S. (2006). Prelinguistic predictors of language outcome at three years of age. Journal of Autism and Developmental Disorders,49, 1224-1237.

Watts, N. (2004). Assessment of vowels summary. ACQuiring Knowledge in Speech, Language and Hearing, Speech Pathology Australia, 6(1), 22-25.

Watts Pappas, N., & Bowen, C. (2007). Speech Acquisition and the Family. In McLeod, S. (Ed.). The International Guide to Speech Acquisition. Clifton Park, N.Y.: Thomson Delmar Learning.

Watts Pappas, N. & McLeod, S. (2008a). Parents’ perceptions of their involvement in paediatric allied health intervention. In N. Watts Pappas & S. McLeod (Eds), Working with families in speech-language pathology. San Diego, CA: Plural Publishing.

Watts Pappas, N. & McLeod, S. (2008b). Speech-language pathologists’ and other allied health professionals’ perceptions of working with parents and families. In N Watts Pappas & S. McLeod (Eds), Working with families in speech-language pathology. San Diego, CA: Plural Publishing.

Watts Pappas, N., McLeod, S., McAllister, L. & Daniel, G. (2006, May). Parental involvement in phonological intervention. Paper presented to International Clinical Linguistics and Phonetics Association Conference, Dubrovnik, Croatia, May 31-June 3.

Watts Pappas, N., McLeod, S., McAllister, L., & McKinnon, D. H. (2008). Parental involvement in speech intervention: A national survey. Clinical Linguistics and Phonetics, 22(4), 335-344.

Watson, M., & Lof, G. L. (2008). What we know about nonspeech oral motor exercises. Seminars in Speech and Language, 29(4), 320-330.

Watson, M., & Lof, G. L. (2009). A survey of university professors teaching speech sound disorders: Nonspeech oral motor exercise and other topics. Language, Speech and Hearing Services in the Schools, 40, 256-270.

Weatherby, A. & Prizant, B. (2002). Communication and Symbolic Behavior Scales – Developmental Profile. Baltimore, MD: Brookes.

Weber, C., Hahne, A., Friedrich, M., & Friederici, A. D. (2004). Discrimination of word stress in early infant perception: Electrophysiological evidence. Cognitive Brain Research, 18, 149-161.

Webster, R. J. (1977). Counseling with parents of handicapped children. San Diego, CA; College Hill Press.

Weiner, F. (1979).Phonological Process Analysis. Baltimore: University Park Press.

Weiner, F. (1981a). Treatment of phonological disability using the method of meaningful contrast: Two case studies.Journal of Speech and Hearing Disorders, 46, 97-103.

Weiner, F. (1981b). Systematic sound preference as a characteristic of phonological disability. Journal of Speech and Hearing Disorders, 46, 281-286.

Weismer, G. (1997). Assessment of oromotor, nonspeech gestures in speech-language pathology: A critical review (Videotape recording Telerounds 35). Tucson, AX: National Center for Neurologic Communication Disorders.

Weismer, G. (2006). Philosophy of research in motor speech disorders. Clinical Linguistics & Phonetics, 20, 315-349.

Weiss, A. L. (2004). The child as agent for change in therapy for phonological disorders. Child Language Teaching and Therapy. 20, 3 221-244.

Weiss, C. E., Gordon, M. E., & Lillywhite, H. S. (1987). Clinical Management of Articulatory and Phonological Disorders, Treatment of special populations (pp. 259-260). Baltimore, MD: Williams and Wilkins.

Wellman, B. L., Case, I. M., Mengert, I. G. & Bradbury, D. E. (1931). Speech sounds of young children. University of Iowa Studies in Child Welfare, 5(2). Iowa City: The Iowa Child Welfare Research Station: University of Iowa.

Wellman, R. L., Lewis, B.A., Freebairn, L. A., Avrich, A. A., Hansen, A. J. & Stein, C. M. (2011). Narrative Ability of Children With Speech Sound Disorders and the Prediction of Later Literacy Skills. Language, Speech, and Hearing Services in Schools, 42(4), 561-579.

Wells, J. C. (1982a). Accents of English 1: An introduction. Cambridge: Cambridge University Press.

Wells, J. C. (1982b). Accents of English 2: The British Isles. Cambridge: Cambridge University Press.

Wells, J. C. (1982c). Accents of English 3: Beyond the British Isles. Cambridge: Cambridge University Press.

Wenger, E., McDermott, R., & Snyder, W. M. (2002). A guide to managing knowledge: Cultivating communities of practice. Boston, MA: Harvard Business School Press.

Wenke, R., Goozee, J., Murdoch, B., & LaPointe, L. (2006). Dynamic assessment of articulation during lingual fatigue in myasthenia gravis. Journal of Medical Speech-Language Pathology, 14, 13-32.

West, R., Kennedy, L., & Carr, A. (1937). The rehabilitation of speech. NY: Harper and Bros.

Weston, A. D., Shriberg, L. D., & Miller, J. J. (1989). Analysis of speech samples with SALT and PEPPER. Journal of Speech and Hearing Research, 32, 755–766.

Whitehouse, A., Robinson, M., & Zubrick, S.(2011). Late talking and the risk for psychosocial problems during childhood and adolescence. Pediatrics, 128 (2), 324-332.

Williams, A. L. (1991). Generalization patterns associated with training least phonological knowledge. Journal of Speech and Hearing Research, 34, 722-733.

Williams, A. L. (2000a). Multiple oppositions: Theoretical foundations for an alternative contrastive intervention approach. American Journal of Speech-Language Pathology, 9, 282-288.

Williams, A. L. (2000b). Multiple oppositions: Case Studies of variables in Phonological intervention. American Journal of Speech-Language Pathology, 9, 289-299.

Williams, A. L. (2001). Phonological assessment of child speech (pp. 31-76). In D. M. Ruscello (Ed.), Tests and Measurements in Speech-Language Pathology. Woburn, MA: Butterworth-Heinemann.

Williams, A. L. (2002a). Prologue: Perspectives in the phonological assessment of child speech. American Journal of Speech-Language Pathology, 11, 211-212.

Williams, A. L. (2002b). Epilogue: Perspectives in the phonological assessment of child speech. American Journal of Speech-Language Pathology, 11, 259-263.

Williams, A. L. (2003a). Target selection and treatment outcomes. Perspectives on Language Learning and Education, 10, 1, 12-16.

Williams, A. L. (2003b). Speech disorders: Resource guide for preschool children. Clifton Park, NY: Thomson Delmar Learning.

Williams, A. L. (2005). From developmental norms to distance metrics: Past, present, and future directions for target selection practices. In A. G. Kamhi & K. E. Pollock (Eds), Phonological disorders in children: Clinical decision making in assessment and intervention (pp. 101-108). Baltimore: MD: Paul. H. Brookes Publishing.

Williams, A. L. (2006a). Sound Contrasts in Phonology (SCIP). Greenville, SC: Super Duper.

Williams, A. L. (2006b). A systemic perspective for assessment and intervention: A case study. Advances in Speech-Language Pathology, 8(3), 245-256.

Williams, A. L. (2010). Multiple Oppositions Intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds), Interventions for Speech Sound Disorders in Children, pp. 73-94. MD: Paul H. Brookes Publishing Co.

Williams, A. L. (2012). Intensity in phonological intervention: Is there a prescribed amount? International Journal of Speech-Language Pathology, 14(5), 456-461.

Williams, A. L., McLeod, S. & McCauley, R. J. (2010). (Eds) Interventions for Speech Sound Disorders in Children. Baltimore, MD: Paul H. Brookes Publishing Co.

Williams, C. J. & McLeod, S. (2012). Speech-language pathologists’ assessment and intervention practices with multilingual children. International Journal of Speech-Language Pathology, 14(3), 292-305.

Williams, A. L. & Miccio, A. W. (2010). Stimulability Intervention. In A. L. Williams, S. McLeod, & R. J. McCauley (Eds), Interventions for Speech Sound Disorders in Children., pp. 179-202. MD: Brookes Publishing Co.

Williams, P., & Stackhouse, J. (1998). Diadochokinetic skills: Normal and atypical performance in children aged 3–5 Years. International Journal of Language and Communication Disorders, 33 (Suppl): 481–6.

Williams, P., & Stackhouse, J. (2000). Rate, accuracy and consistency: diadochokinetic performance of young normally developing children. Clinical Linguistics and Phonetics, 14(4), 267-293.

Williams, P. & Stephens, H. (Eds), (2004). Nuffield Centre Dyspraxia Programme, 3rd Ed. Windsor, UK: The Miracle Factory.

Williams, P., & Stephens, H. (2010). The Nuffield Centre Dyspraxia Programme. In A. L. Williams, S. McLeod & R. J. McCauley (Eds), Interventions for Speech Sound Disorders in Children (pp. 159-177). Baltimore, MD: Paul H. Brookes Publishing Co.

Wilson, E., Green, J., Yunusova, Y., & Moore, C. (2008). Task specificity in early oral motor development. Seminars in Speech and Language, 29(4), 257-266.

Windsor, J., Glaze, L, Koga, S., & the Bucharest Early Intervention Project Core Group. (2007). Language acquisition with limited input: Romanian institution and foster care. Journal of Speech-Language-Hearing Research, 50, 1365-1381.

Wolf, M., Bowers, P. G. & Biddle, K. (2000). Naming-speech processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33(4), 387-407.

Wolk, L., & Meisler, A. W. (1998). Phonological assessment: a systematic comparison of conversation and picture naming. Journal of Communication Disorders, 31, 291-313.

Wolter, J., DiLollo, A., & Apel, K. (2006). A narrative therapy approach to counseling: A model for working with adolescents and adults with language-literacy deficits. Language, Speech, and Hearing Services in Schools, 37, 168-177.

Wood, K. S. (1971). Terminology and nomenclature. In L. E. Travis (Ed.). Handbook of speech pathology and audiology. Englewood Cliffs, N.J.: Prentice-Hall.

Wren, Y., Hughes, T., & Roulstone, S. (2006). Phoneme Factory Phonology Screener. London: NFER Nelson Publishing Company.

Wren, Y. & Roulstone, S. (2006). Phoneme Factory Sound Sorter. Manchester: Granada Learning.

Wren, Y., Roulstone, S., & Miller, L. (2012). Distinguishing groups of children with persistent speech disorder: Findings from a prospective population study. Logopedics, Phoniatrics & Vocology, 37(1), 1-10.

Yaruss, J. S., & Logan, K. (2002). Evaluating rate, accuracy, and fluency of young children's diadochokinetic productions: A preliminary investigation. Journal of Fluency Disorders, 27, 65–86.

Yavaş, M. (2007). Multilingual Speech Acquisition. In McLeod, S. (Ed.) The International Guide to Speech Acquisition, pp. 96-110. Thompson Delmar Learning.

Yavaş, M. (2013). Acquisition of #sC clusters: Universal grammar vs. language-specific grammar. Letras de Hoje, Porto Alegre, 48(3), 355-361.

Yavaş, M., & Goldstein, B. (1998). Phonological assessment and treatment of bilingual speakers. American Journal of Speech-Language Pathology,7, 49–60. 

Yoss, K. A. & Darley, F. L. (1974). Developmental apraxia of speech in children with defective articulation. Journal of Speech and Hearing Research, 17, 399-416.

Young, E. C. (1991). An analysis of young children's ability to produce multisyllabic words. Clinical Linguistics and Phonetics, 5, 297-316.

Young, E. C. (1995). An analysis of a treatment approach for phonological errors in polysyllabic words. Clinical Linguistics and Phonetics, 9, 59-77.

Zajdó, K. (2002). The acquisition of vowels in Hungarian-speaking children aged two to four years: A cross-sectional study. Unpublished doctoral dissertation, University of Washington (Seattle), USA.

Zajdó, K. (2013). Cross-linguistic trends in the acquisition of speech sounds. In B. Peter & A. A.N. MacLeod (Eds), Comprehensive perspectives on speech sound development and disorders: Pathways from linguistic theory to clinical practice (pp. 249-274). New York: Nova Science Publishers.

Zaretsky, E., Velleman, S. L., & Curro, K. (2010). Through the magnifying glass: Underlyining literacy deficits and remediation potential in childhood apraxia of speech. International Journal of Speech-Language Pathology, 12, 58–68.

Zhu, H. & Dodd, B. (2000). The phonological acquisition of Putonghua (Modern Standard  Chinese). Journal of Child Language 27 (1), 3-42.

Zhu, H. (2002). Phonological development in specific contexts. Clevedon, UK: Multilingual Matters.

Ziegler, W. (2003). Speech motor control is task-specific: Evidence from dysarthria and apraxia of speech. Aphasiology, 17, 3-36.

Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (1991). Preschool Language Scale-3. San Antonio, TX: The Psychological Corporation.

This resource page contains many examples of picture-and-word work sheets intended for use in speech-language pathology intervention.

The sheets were made in Microsoft Word, using copyright-free pictures from Microsoft Clip Art and Media and converted into portable document files (pdfs) with Adobe Acrobat.

The vocabulary represents (non-rhotic) Australian English pronunciation, and although most of the words and minimal pairs will 'work' in other dialects of English you may need to discard some. For example, pairs like saw-shore, and spa-star are minimal pairs in Australian English and in other non-rhotic varieties of English, but not in rhotic dialects such as Canadian, Irish, Scottish and most US 'Englishes'.

SLPs/SLTs and students are invited to use these worksheets and other resources when working with children with speech sound disorders. You are free to save them to your computer and to customize them to suit individual clients and to fit your service delivery model. Restrictions that apply to their use are stated in the copyright notice.

Please read this before downloading pdf or pptx files

Please avoid downloading the same file multiple times as it increases my bandwidth usage and drives up my costs. Choose a pdf or pptx file; download it once, and save it to a folder. If you find the free resources here useful, and would like to make your secure donation to the maintenance of this site, please click here, and then click on the DONATE BUTTON.

ReST: Rapid Syllable Transition Treatment

The ReST treatment has been developed through a series of research studies. This research is ongoing, and the studies to date show that, when delivered as it was designed, with good fidelity, ReST treatment can improve the speech accuracy of children and young people with Childhood Apraxia of Speech (CAS). Information and resources can be found on the ReST website.

ReST Polysyllables 1 (M&D 1965) Symbols
ReST Polysyllables with Mitchell and Delbridge (1965) vowel symbols. Use this version with a separate record form.
Mitchell, A. G. & Delbridge, A. (1965). The pronunciation of English in Australia (revised edition). Angus & Robinson.

ReST Polysyllables 2 (No Phonetics—ADD YOUR OWN)
ReST Polysyllables with no phonemic transcription. This version has fields for you to write the target production, in your variety of English, and the client's production.

ReST Polysyllables 3 (M&D 1965 Symbols)
ReST Polysyllables with Mitchell and Delbridge (1965) vowel symbols.
Mitchell, A. G. & Delbridge, A. (1965). The pronunciation of English in Australia (revised edition). Angus & Robinson.

ReST Polysyllables 4 (HCE 1997 Symbols)
Record Form for ReST Polysyllables 4 (HCE 1997 Symbols)
ReST Polysyllables with Harrington, Cox and Evans (1997) vowel symbols for broad transcription of Australian English.
Harrington, J., Cox, F., & Evans, Z. (1997).An acoustic study of broad, general, and cultivated Australian
English vowels, Australian Journal of Linguistics, 17(2), 155-184. https://doi.org/10.1080/07268609708599550

Vowel symbols for broad transcription of Australian English .pdf

Vowel symbols for broad transcription of Australian English .png

Australian English Mophthongs on the Macquarie University website | HCE cf. Mitchell and Delbridge

Long Words

Polysyllables 1

university nursery apartments escalator magician origami hospital tomato ambulance tambourine elephant W helicopter carnation Doberman photocopier spaghetti astronaut

Polysyllables 2

alphabet broccoli dinosaur Pentagon bicycle fire-extinguisher basketball satellite avocado dictionary casserole hammerhead volcano accordion chandelier calendar watermelon supermarket

Polysyllables 3

caterpillar tape-measure orchestra motorbike rattlesnake hippopotamus ballerina caravan electrician pineapple macramé hairdresser unicycle calculator Nefertiti octopus excavator balaclava

Polysyllables 4

computer geranium entertainer detergent zucchini vaccination synthesizer exclamation honeycomb rhinoceros letterbox cauliflower kookaburra potato cheeseburger butterfly locomotive Saturday

Polysyllables 5

grasshopper Australia saxophone cucumber President injury screwdriver wallaby karaoke nasturtium equestrian fire-engine photographer marshmallow noticeboard rehearsal aquarium cinema

Polysyllables 6

geography terminal manicure autograph accident harvester architect refrigerator family unicorn mercury tourniquet celebration dishwasher wallpaper crocodile gallery telescope

Polysyllables 7

library envelope  decorations animal passengers trampoline chimpanzee competition recycling banana cinnamon magnolia safari newspaper pillow-fight minibus strawberry coriander

Polysyllables 8

utensils ceremony commuters imagination microwave rocking-horse conditioner detective operation microscope explorers potholder emergency binoculars concertina television punctuation spectacles

Polysyllables 9

conductor wheelbarrow alligator punishment telephone radiator elevator kimono stethoscope armadillo passionfruit tiddlywinks bikini colander pedestrian Cinderella champion magazine

Polysyllables 10

kangaroo anorak harmonica apricot flamingo buttonhole pyjamas cafeteria triangle gooseberries Pinocchio material pelican Colosseum underpants receptionist examination cereal

Polysyllables 11

pantomime skyscraper deerstalker Thoroughbred bitumen rectangle pigeonholes sou’wester cuttlefish Rapunzel bandages Dalmatian minaret lemonade porcupine candelabra 70 daffodil

Polysyllables 12

goanna poinsettia marathon xylophone composer ornament domino paediatrician cockatoo dinner-jacket jellyfish lollipop koala advertisements celery neopolitan director hexagon

Polysyllables 13

loudspeaker sugarcane percolator echidna safety-pin tuxedo manuscript perspiration medicine duffel-bag India currency miniature influenza chocolate eye-shadow comedian albatross

Polysyllables 14 - Australia

Australia Western Australia Northern Territory South Australia Queensland New South Wales Canberra Victoria Tasmania kangaroo wallaby echidna koala kookaburra cockatoo lorikeet rosella currawang bowerbird willy-wagtail peach-face platypus bilby Tasmanian-devil wombat dingo bandicoot billabong dot-painting Christmas-beetle witchetty-grub funnel-web crocodile goanna monitor carpet-python copperhead waratah grevillea boronia flannel-flower bottle-brush Geraldton-wax

Polysyllables 14 - Canada

Canada Alberta British Columbia Manitoba New Brunswick Newfoundland and Labrador North West Territories Nova Scotia Nunavut Ontario Prince Edward Island Québec Saskatchewan Yukon nanaimo bar CBC  fiddlehead maple leaf  Canadians garburator humidex maple syrup loonie polar bear grizzly bear Talahan Bear Dog ogopogo harlequin ducks woodpecker caribou Canada goose blueberries strawberries blackberries cloudberries raspberries gooseberries tuckamore snarbuckle bannikin bedlamer faffering bakeapple pemmican

Polysylables 14 - Ireland

Ireland Irish flag colcannon leprechaun water spaniel bluebell white-fronted goose Celtic cross St Patrick soda bread rhododendron potato bread Jack Russell terrier countryside famine wall sanvitalia (Irish eyes)

Polysyllables 14 - Malaysia (large file)

Malaysia elephant orang-utan crocodile buffalo butterfly centipede millipede firefly caterpillar mosquito rambutan pineapple mata-kucing durian mangosteen papaya dragon-fruit carambola rafflesia hibiscus bunga-telang frangipani proboscis-monkey silver-hair-monkey alligator Malaysian-coral-snake hornbill-bird flowerpecker  Deepavali (Depawali, Dipavali, Dewali, Diwali, Divali, Dipotsavi, Dipapratipad) Thaipusam Hari-Raya Lunar-New-Year Vaisakhi-Day (Baisakhi-Day) Chap-Goh-Meh

Polysyllables 14 - South Africa

South Africa South African flag impala protea koeksisters elephant rhinoceros hippopotamus buffalo gecko zebra nyala kudu wildebeest vervet monkey crocodile water monitor clivia jacaranda gazania strelitzia bromeliad polygala bobotie bunny chow lemon papaya banana mango beadwork telephone wire baskets Ndebele dolls warthog musicians teething beads

Polysylables 14 - United Kingdom

United Kingdom Union Jack Westminster Beefeater Windsor Castle highland dancers Ring of Brodgar Edinburgh Castle Border Collie hammer thrower birdwatcher Giants Causeway Mountains of Mourne potato bread flower of flax Atlantic Ocean kingfisher Welsh corgi laverbread daffodil bara brith hearlequin duck eisteddfod Stonehenge Westminster Bridge gooseberries strawberries BBC Queens’ Regiment bacon butty fish and chips bangers and mash spotted dick William Shakespeare liquorice allsorts

Polysyllables 15 - Iambic onset: weak syllable strong syllable ... (WS...)

umbrella banana apartments koala tomato echidna amazing astonishing exciting achievement thermometer asparagus potato pyjamas bananas spaghetti police car refrigerator construction bikini safari precipitation graffiti accordion computer macramé propeller geranium detergent zucchini nasturtium equestrian photographer magician conductor  electrician commuters detective pedestrian composer director producer rehearsal emergency aquarium Pinocchio material binoculars Rapunzel impala flamingo gazania bromeliad papaya boronia Canadians  St Patrick orang utan flotilla prescription skedaddle delicious adventurous imaginative

Trochaic Sequences

Trochees 1

helicopter, locomotive, caterpillar, watermelon, kookaburra, motorcycle, grand piano, alligator, mashed potato, Easter Bunny, creepy crawly, cheeky monkey, clever puppy, birthday present, picking apples, big banana, camel rider, ballerina, taxi driver, soccer player, under water, hula dancer, television, Humpty Dumpty, finger painting, escalator

Trochees 2

letterboxes, tiger lily, very windy, scary monster, service station, stripy tiger, hungry kitty, cosy jacket, clever lady, aviator, tractor driver, unicycle, shopping basket, stacking boxes, supermarket, calculator, shopping trolley, nice tomatoes, laundry basket, rubber duckie, pillowcases, dictionary, competition, excavator, chocolate crackles, agapanthus, Persian carpet, Cookie Monster, grand piano, tiny pencil

Trochees 3

pencil sharpener, birthday candles, tape recorder, suit of armour, asthma puffer, graduation, Viking helmet, Hello Kitty, pressure cooker, motor scooter, airline pilot, ballroom dancing, table tennis, ten pin bowling, table tennis, exercising, scuba diving, entertainer, ballerina, hula dancer, opera singer, film director, portrait painter, carpet  layer, fortune teller, respirator, coffee maker, vacuum cleaner, concertina

Trochees 4

ukulele, movie camera, tennis player, toilet paper, salad sandwich, bunch of roses, fortune cookie, apple blossom, window cleaner, paper hanger, teeter totter, vaccination, milk and cookies, bunch of daisies, station wagon, music teacher, salad dressing, taxi driver, glass of water, education, swimming lesson, synthesizer, stormy weather, consultation, swimming teacher, exclamation, animation, plastic bottle, four-leaf clover, end of freeway

Word final schwa

schwa word finally 1: Non-rhotic varieties of English: word final schwa #1

grasshopper caterpillar woodpecker spider tiger panther koala gopher beaver otter alligator lobster llama boxer banana guava pizza hamburger cola tortilla pepper cucumber America Georgia Iowa California Minnesota Louisiana Alabama Arizona Montana Florida Indiana Alaska Oklahoma Virginia South Dakota Nebraska South Carolina West Virginia North Carolina Pennsylvania North Dakota North America South America Africa Australia Asia Canada soccer player pitcher basketballer catcher skier swimmer diver bowler server fencer archer weight lifter

schwa word finally 2: Non-rhotic varieties of English: word final schwa #2 (occupations)

painter dancer tailor builder singer doctor cleaner presenter bull fighter exterminator waiter construction worker teacher photographer sister dog trainer dressmaker interviewer driver shopper director barber welder window cleaner bricklayer roofer carpenter carpet layer concreter glazier

/h/

/h/ Syllable Initial Word Initial - polysyllables

hippopotamus holiday Halloween Himalayas hairdresser hydrogen handkerchief harmonica horrible headmaster headmistress headquarters hexagon helicopter hilarious hollyhock honeycomb hospital housekeeper horseradish horticulture hydrangea housewarming Humpty Dumpty

'-ing' words

ng Syllable Final Word Final - 'ing-words'

pulling looking eating guessing feeding sitting playing mixing riding watering blowing feeding building holding dressing balancing listening saving see-sawing skipping cutting drumming singing talking running hiding finding hopping skate-boarding swinging dancing reading crying picking squirting tying brushing collecting vacuuming sneezing drinking hanging marching knitting skating jumping folding tickling fishing climbing relaxing sliding skiing diving kicking finishing smelling drawing floating recycling jumping throwing making giving pretending toasting picnicking dancing cart-wheeling selling sailing walking

Sonority Sequencing Principle (SSP)

Sonority is the amount of stricture or ‘sound’ in a consonant or vowel (Roca & Johnson, 1999). Steriade (1990) proposed a numerical sonority hierarchy: a list of phones, ordered according to degree of oral stricture and sound. Most sonorous are vowels (= 0), then glides (=1), liquids (= 2), nasals (= 3), voiced fricatives (= 4), voiceless fricatives (=5), voiced stops (=6) and finally the voiceless stops (=7) are least sonorant.

 

We prefer to articulate words with a rise and fall in sonority. For example, in 'tramp' we start with the least sonorous segment (voiceless stop /t/) then liquid /r/ with the vowel /æ/ at the peak, then the less sonorous nasal /m/, finally falling to the least sonorous voiceless stop /p/. This comes more ‘naturally’ to us than 'rtapm', for example, even though the segments are the same. This rise-then-fall tendency is called the sonority sequencing principle or SSP. 

Consonant clusters are more marked than singletons, but are some clusters more marked than others? One approach to classifying two-element consonant clusters according to markedness is to rank them according to their sonority difference score, using their numerical values from a sonority hierarchy (Ohala, 1999). For example, /kw/ (7 minus 1) has a sonority difference score of 6, whereas /fl/ (5 minus 2) scores 3. Clusters with SMALL sonority differences of 2, 3 or 4 may better promote generalised change to singletons and clusters. Gierut (1999), Gierut & Champion (2001), and Morrisette, Farris & Gierut (2006) provide evidence and target selection guidelines. 

Click here for pictures and (mainly) monosyllabic words with 3-element clusters and the more marked 2-element clusters. Below you will find long words that start with clusters and adjuncts.

Targeting the 3-element Clusters

Prior knowledge of the second element and the third element is required.

The 3-element consonant clusters, /spr/ /str/ /skr/ /spl/ and /skw/ should only be targeted if the child already has the relevant stop (/p/, /t/ or /k/) and the relevant liquid (/l/) or glide (/w/) present in his or her phonemic inventory. For example, if targeting /skw/ the child should have productive knowledge of /k/ and /w/, but does not need to have productive knowledge of /s/.

Targeting the 2-element Clusters

Prior knowledge of the first element and/or the second element is not required.

The 2-element clusters, /sm, /sn/, /fl/ etc. can be targeted irrespective of whether the child has previous knowledge of either or both of the two elements. For example, in targeting /sl/ the child may or may not have previous knowledge of /s/ and/or /l/.

Long words starting with /spr/, /str/, /skr/, /spl/ and /skw/

Clusters SIWI in Polysyllables 1

springboard spray-paint sprinkler straightjacket streetlight strawberry strongroom streamers stratosphere stretcher scribble scrunchie scrambled-eggs scrapbook splinter splashes splutter squabble squeamish squeegee squirrel squiggle

Long words starting with /sm/ and /sn/

Sonority Difference = 2

Clusters SIWI in Polysyllables 2

smithereens smokestack smelly smidgen smoothie smarty-pants snack-bar sniffle snazzy snooker snowball snorkeler snippets

Long words starting with /fl/,  /fr/, /θr/, /sl/ and /ʃr/

Sonority Difference = 3

Clusters SIWI in Polysyllables 3

flabbergasted flagpole flashlight flat-mates flavourings flourmill fleabag floodlight floorboards flower-shop flotilla flywheel fragrance fraction fruit-shop frankfurter freckles freebie freezer frogman frosting fragment fracture framework thresher three-hundred thriller throttle threadbare threshold sleepwalker slowcoach sluicegate slaphappy sleigh-bells slapstick shrubbery shrunken shredder

Long words starting with /bl/, /br/, /dr/, /ɡl/, /ɡr/ and /sw/

Sonority Difference = 4

Clusters SIWI in Polysyllables 4

blindfold blackboard blizzard blender blister blackberry blanket blood-donor bleeper blinkers blueberry breakwater bracelet bridegroom bracket breakfast branches broomstick bricklayer brolly driver drainhole driftwood dredger drawbridge dresser drapery drawstring dry-cleaner dressmaker drumstick drizzle

Clusters SIWI in Polysyllables 5

glacier glitter glassware glutton globetrotter glockenspiel graduation greasepaint grotto grader griddle greenhouse graffiti grindstone greyhound grandparents graveyard grapevine grassland gravel groundsheet sweatband swallow swimmer swami sweater sweetheart swimsuit swagman swampland swap-meet sweetener

Long words starting with /pl/, /pr/, /tr/, /kl/, /kr/, /tw/, and /kw/

Clusters SIWI in Polysyllables 6

planet plumber plantation platter plughole plaster playgroup protester precipice prickle prodigy precipitation princess producer preschool principal project prescription printer propeller present prisoner President prizewinner prospector tricycle trawler treadmill transmitter trophy traffic trumpeter treasure trampoline triangle trapeze trellis triplets

Clusters SIWI in Polysyllables 7

clothing clairvoyant cloudburst cleaner cloverleaf clapper clockwork classroom cloisters clotheshorse clutter klaxon crockery cranium criminal crocodile crayon crustacean cricketer crescent crusader crosspatch crisscross croquet cruiser cryptographer twilight twiglet twister twinset Twitter Tweedle-dum Tweedle-dee quartet quadrangle quarter quagmire choirmaster question-mark qualifications quarrel quintet quicksand quarry quizmaster

Long words starting with /sp/, /st/ and /sk/

Clusters (ADJUNCTS) SIWI in Polysyllables 8

spaceship speaker spectacles speedometer sportswear spoonful storyteller steamroller stadium staircase studio steamer stable stethoscope standpipe stomachache steeplechase storeroom stargazer sterilizer stirrup statue student stowaway skyrocket sketchbook scoreboard skullduggery scaffolding schoolteacher skinflint scarecrow scooter scavenger scholar skullcap skateboard skeleton scullery skedaddle

SLP/SLT, ESL/EFL

On this page you will find links to related pages that contain pictures and words for working with children with speech sound disorders. Below these links are minimal pair word lists for speech-language pathology / speech and language therapy (SLP/SLT) intervention. For the most part the word-pairs are 'picturable' and child-friendly.

The minimal pairs may also be useful for English as a Second Language (ESL) and English as a Foreign Language (EFL) teaching and learning purposes.

Related Pages

Word Lists

Word Lists for Focused Auditory Input, Phonological Intervention, and Articulation Therapy

Word and Picture Worksheets

Worksheets: Consonants, Clusters, Vowels
Worksheets: Complexity; Lexical Properties, Markedness, SSP, Phonotactics, Facilitative Contexts

Worksheets: Contrasts; Minimal Pairs; Near Minimal Pairs

Worksheets: Revisions and Repairs and the fixed-up-one routine

Worksheets: Within Word ("Medial") Consonants
Worksheets: Maximal Oppositions (Minimal Pairs)
Worksheets: Long Words

 
Do you come here often? Are the resources useful? They are? Then please consider donating to the upkeep of this site. THANK YOU!

How many exemplars?

There are many minimal pairs to choose from here, but in selecting target words for phonological therapy it is definitely not a case of 'more is better'. Elbert, Powell and Swartzlander (1991) found that they could teach as few as 3 to 5 minimal pairs in order for their participants to show spontaneous generalisation to other words containing the target sounds.

Elbert, M., Powell, T. W., & Swartzlander, P.  (1991). Toward a technology of generalization:  How many exemplars are sufficient?  Journal of Speech and Hearing Research, 34, 81-87.


Minimal Pairs


The vocabulary on this page represents (non-rhotic) Australian English pronunciation, and although most of the minimal pairs will 'work' in other dialects of English you may need to discard some. For example, pairs like saw-shore, and spa-star are minimal pairs in Australian English and in other non-rhotic varieties of English, but not in rhotic dialects such as Canadian, Irish, Scottish and most US 'Englishes'.

     

p

 

P pa pack page paid pail paint pair pale palm Pam pan pane park part pat patch pate path Paul pave paw pawn pay pea peach peak peal pearl peas peat peck peel peep peg pen perm pest pestle pet pick pie pied pig pile pill pin pine Ping pink pip pipe pit pocket pod poke pole pong Pooh pool pop Pope pork port pose post pot pow power psalm pug pull pump pun punch punk purr purse putt

p

b

pea bee pin bin peg beg peep beep pay bay peach beach park bark pig big peas bees path bath pug bug pie bye

p

t

pie tie pine tine Paul tall peel teal pen ten pale tail pea tea pin tin peach teach peas tease pug tug pan tan pork talk

p

d

pie die pine dine peal deal P D pin din peep deep pay day park dark pig dig peel deal pick Dick pill dill pile dial

p

k

Paul call peel keel pick kick poke coke pool cool pill kill pale kale pea key peg keg pay K peas keys pale Kale peas keys peep keep pick kick pan can palm calm pair care pole coal

p

ɡ

P ghee pie guy pot got page gauge pearl girl go pate gate pest guest pied guide

p

f

pan fan pin fin paint faint pig fig pine fine palm farm peel feel pat fat pair fair pile file pit fit pole foal port fort purr fur pork fork

p

v

P V pie vie pan van purse verse pine vine peas Vs pow vow pet vet pail veil pest vest pat pole vole pile vial

p

s

P C pie sigh pip sip peep seep Pope soap paint saint page sage pine sign peas seas palm psalm peat seat pun sun pack sack peel seal paw saw pink sink pea sea sail pail

p

z

P Z zip pip Zen pen Pooh zoo

p

ʃ

P she pie shy pin shin pot shot pop shop pip ship peep sheep park shark pine shine peat sheet power shower Pooh shoe Paul shawl

p

ʒ

loop luge

p

θ

pie thigh pug thug pick thick pong thong pink think paw thaw patch thatch pawn thorn

p

ð

P thee pie thy pen then pen peas these pose those pay they pair their pat that pan than

p

h

P he pie hi pot hot pop hop pip hip peep heap Pope hope pen hen pearl hurl pug hug pat hat pill hill part heart pair hair pose hose pawn horn pit hit

p

ʧ

pie chai pin chin pop chop pip chip peep cheep peas cheese palm charm pick chick pane chain pair chair pork chalk pest chest

p

ʤ

peep jeep pay J pump jump pet jet pug jug punk junk pig jig pail gaol/jail P G pack jack paid jade pa jar pane Jane poke joke

p

m

pan man pop mop patch match pug mug pat mat pine mine pail mail peel meal pie my mark park

p

n

pot knot pip nip purse nurse pine nine peas knees pet net putt nut pail nail pose nose

p

ŋ

whip wing bap bang rip ring tip ting strip string

p

l

pick lick pine line punch lunch pot lot peg leg peach leech peep leap pop lop park lark pay lei pane lane pink link peak leak

p

r

peach reach pane rain peep reap pink rink peak reek pack rack pail rail peel reel pat rat peck wreck pest rest post roast pig rig pocket rocket pool rule pa Rah pug rug Pope rope pen wren pestle wrestle pie rye Ping ring pod rod pose rose

p

w

pie why pin win pot what pipe wipe pip whip peep weep pen when purse worse page wage pig wig pearl whirl pine wine peel wheel pick wick perm worm Paul wall pull wool pave wave

p

j

pot yacht pen yen pay yay Pooh U pet yet pawn yawn Pam yam pack yak

     

b

 

B babe back bag bait bale ball balloon ban band banks bap bard bare bark Bart bat batch bath bay beach bead beam bean beans bear bed bee beef beep beer bees beet beg beige bell belly Ben Bertie Bess best bet Bic big bight bile bill billy bin bird bite boar boast boat bog bold bone boo book boom boot borax bore born boughs bow bower bowl box boy brass buck bug bull bump bumper bun bunch bunk burst bus bust butt buy bye

b

p

pea bee pin bin peg beg peep beep pay bay peach beach park bark pig big peas bees path bath pug bug pie bye

b

t

bow toe boy toy bee tea buy tie boo two bed Ted bin tin bug tug book took back tack bun ton buck tuck bell tell bag tag bean teen bite tight ball tall beach teach bone tone bap tap bale tail beam team Ben ten

b

d

bow dough bee D buy die boo do bed dead bin din buck duck bean Dean bale dale Ben den boar door bay day B D bait date bark dark bog dog bug Doug big dig Bart dart bust dust beer deer bye dye beep deep

b

k

bee key book cook bite kite ball call bone cone bap cap bale kale bow cow bog cog Bart cart beep keep

b

ɡ

bow go bee ghee buy guy boo goo bus Gus big gig bun gun bag gag bowl goal ball gall Bess guess boat goat bet get bait gate bard guard board gourd best guest bust gust bold gold brass grass

b

f

bus fuss bin fin bite fight big fig bun fun bowl foal ball fall bell fell bone phone bead feed box fox bat fat

b

v

V bee van ban veil bale vest best vat bat vet bet vole bowl Vs bees vow bow vial bile

b

s

bean scene bun sun bee sea beet seat back sack bead seed band sand bale sale balloon saloon bell cell billy silly box socks B C

b

z

boo zoo boom zoom bed zed bee zee back Zach bap zap bone zone boot zoot

b

ʃ

beep sheep Bert shirt beet sheet bow show bark shark bell shell bower shower boo shoe ball shawl bin shin bee she buy shy back shack book shook bake shake bark shark boo shoe

b

ʒ

lube luge babe beige

b

θ

thick Bic third bird thaw bore thatch batch Thumper bumper thief beef thorax borax thorn born thanks banks thirty Bertie

b

ð

bees these B thee buy thy boughs those bay they bear their bow though bat that ban than Ben then bare there

b

h

bee he beep heap bay hay bath hearth bug hug bye hi bow hoe book hook back hack ball hall bale hail bat hat bold hold bowl hole band hand

b

ʧ

bin chin Bic chick bees cheese bear chair best chest buy chai book chook

b

ʤ

beep jeep bump jump beans jeans bet jet bunk junk bog jog bug jug big jig bag Jag belly jelly back Jack

b

m

mat bat mic bike mug bug

b

n

bet net butt nut bight night bap nap bow no bale nail bows nose B knee bite knight bay neigh bad nag beer near best nest boat note book nook bun nun

b

ŋ

tub tongue gob gong fab fang rub rung

b

l

beef leaf bite light base lace Bic lick bet let bake lake bead lead bunch lunch beaks leeks bet let bay lay bow low

b

r

bow row buy rye boo roo bed red bug rug book rook back rack bun run buck ruck bag rag right bite beach reach bap rap bale rail beam boy Roy bench wrench bough row bust rust boast roast best rest bag rag big rig beep reap bung rung

b

w

bow wow bow woe buy why boo woo bed wed back whack bun one bag wag bite white bale whale bough wow burst worst best west big wig beep weep ball wall bill will bead weed bin win bull wool beet  wheat bees wheeze bear wear Ben when bead weed bind wind

b

j

Ben yen bay yay boo you bet yet back yak Bess yes boot ute born yawn bard yard Bert yurt

     

t

 

T ta table tail talk tall tan tank tanks tape tart taw tax tea teach teal tease teat Ted teen tell ten Tess tie tight tin tine ting tit toad toast toe ton tong took toot tore tote tower toy Ts tuck tug two

t

p

pie tie pine tine Paul tall peel teal pen ten pale tail pea tea pin tin peach teach peas tease pug tug pan tan pork talk

t

b

bow toe boy toy bee tea buy tie boo two bed Ted bin tin bug tug book took back tack bun ton buck tuck bell tell bag tag bean teen bite tight ball tall beach teach bone tone bap tap bale tail beam team Ben ten

t

d

ten den tea D tore door tin din tip dip town down tot dot tart dart tie die

t

k

key tea cap tap cub tub call tall cool tool cape tape keys Ts coast toast kite tight coat tote cot tot coffee toffee

t

ɡ

two goo tie guy tap gap tape gape tool ghoul tail gale tag gag tea ghee table gable tall gall town gown toast ghost tot got ton gun Tess guess test guest

t

f

tin fin tool fool tail fail ten fen top fop tea Fi table fable tax fax ton fun

t

v

tie vie tick Vic tail veil tea V test vest T V tile vial

t

s

tub sub tip sip toe sew tick sick tail sail tore sore turf surf tea sea tack sack teat seat tower sour tell cell toot suit

t

z

two zoo tap zap tit zit ten Zen tea Z test zest toot zoot

t

ʃ

two shoe tie shy tape shape top shop tag shag tore shore tip ship tot shot toe show teat sheet tower shower tell shell take shake tack shack tin shin

t

ʒ

lute luge root rouge bait beige

t

θ

tick thick tong thong tank thank taw thaw torn thorn tanks thanks

t

ð

tease these toes those tear their toe though tan than ten then

t

h

two who tie high top hop tub hub tail hail tug hug ten hen tea he toast host Ted head tot hot tip hip took hook tear hair tart heart taste haste torn horn toe hoe

t

ʧ

cheese Ts chop top chin tin chew two chai tie chick tick chalk talk chest test chick tick chip dip chews twos chart tart

t

ʤ

jape tape gin tin gaol/jail tail jug tug tag Jen ten G tea jest test jack tack Jag tag

t

m

two moo tie my tap map top mop tick Mick tail mail tug mug ten men tea me tore more tan man teen mean tight might tall mall tone moan toast most tote moat tacks Max teat meet tit mitt

t

n

tight night tap nap toe no tot knot tail nail tame name toes nose test nest tease knees took nook tip nip tape nape

t

ŋ

wit wing tut tongue bat bang writ ring tit ting kit king got gong fat fang rut rung bit Bing

t

l

Lou two lie tie lap tap lop top lick tick lug tug lag tag Len ten label table less Tess teach leech luck tuck tight look took light tot lot lip tip loss toss law taw lose twos lake take lair tear low toe lone tone lit tit teak leek load toad

t

r

teach reach teak reek tack rack tail rail test rest toast roast tool rule toes rose ta Rah tug rug ten wren tie rye toe row tag rag two roo Ted red toad road

t

w

why tie win tin woe toe wipe type one ton wag tag white tight whale tail west test wall tall wick tick wed Ted wheat teat wake take wheeze Ts whip tip week teak wheel teal

t

j

tot yacht ten yen two U torn yawn tam yam tack yak Tess yes toot ute tell yell tall yawl

     

d

 

D dale dame Dan dare dark dart date dawn day dead deal Dean debt deep deer dell den dent dial Dick die dig dill dime din dine dirty dock dole door dot Doug dough down doze Ds duck dull dumb dust dye

d

p

pie die pine dine peal deal P D pin din peep deep pay day park dark pig dig peel deal pick Dick pill dill pile dial

d

b

bow dough bee D buy die boo do bed dead bin din buck duck bean Dean bale dale Ben den boar door bay day B D bait date bark dark bog dog bug Doug big dig Bart dart bust dust beer deer bye dye beep deep

d

t

ten den tea D tore door tin din tip dip town down tot dot tart dart tie die

d

k

D key bin kin Dean keen dale kale dumb come door core day K date Kate dog cog dart cart deer Kia deep keep deal keel dill kill dole coal dawn corn dock cock dare care dot cot

d

ɡ

go dough gown down gate date gust dust gull dull guide died ghee D gig dig

d

f

din fin den fen dig fig dine fine deal feel dough foe dead fed done fun dale fail deed feed dill fill dial file dough foe D Fi dead fed date fête dog fog deer fear dine fine deal feel dare fair dole foal Ds fees

d

v

Dan van dole vole dine vine deal veal dale veil dial vial D V deer veer debt vet dote vote Dick Vic dawn Vaughan dent vent

d

s

dip sip D C dock sock duck suck dough sew die sigh door d sea deep seep

d

z

zip dip zoo do Zen den zee D zed dead

d

ʃ

door shore dip ship dot shot dark shark dock shock dough show dye shy dirt shirt deep sheep

d

ʒ

rude rouge

d

θ

Dick thick dank thank dumb thumb door thaw dirty thirty

d

ð

Ds these D thee die thy doze those day they dare their dough though Dan than den then

d

h

hoe dough he D hi die who do head dead hail dale hen den hay day hate date hark dark hog dog hug Doug heart dart hear deer high dye heap deep

d

ʧ

din chin Dick chick dip chip Ds cheese dare chair doze chose dye chai do chew door chore dock chock deep cheep dive chive dumb chum

d

ʤ

Gs Ds jeep deep jive dive jaw door G D jam dam jog dog jug dig just dust

d

m

mow dough me D my die moo do muck duck mean Dean mail dale men den more door May day mate date mark dark mog dog mug Doug Mig dig mart dart must dust

d

n

nice dice nip dip knee D no dough nine dine knot dot nail dale name dame

d

ŋ

bad bang rid ring kid king god gong fad fang bid Bing

d

l

low dough Leigh D lie die Lou do lead dead Lynne din luck duck lean Dean Len den lime dime lei day late date lark dark log dog lug Doug lye dye leap deep lamb dam line dine lame dame lot dot

d

r

row dough rye die roo do red dead ruck duck rail dale roar door ray day rate date rug Doug rig dig rust dust reap deep

d

w

dye why din win dot what dip whip deep weep den when dig wig dine wine deal wheel Dick wick Dave wave dough woe do woo dead wed done one dale whale deed weed dill will din win Ds wheeze dock wok dial while

d

j

yacht dot yen den yay day you do yet debt yawn dawn yam dam yell dell yum dumb

     

k

 

calf call calm camp can cap care cart case cat coach coal coast cob coffee cog coke cold come cone cook cool coot cop cord core cork corn cow cub curd curl K kale Kate keel keen keep keg Ken key keys Kia kick kid kill king kink kipper Kirsty kiss kit kite

k

p

Paul call peel keel pick kick poke coke pool cool pill kill pale kale pea key peg keg pay K peas keys pale Kale peas keys peep keep pick kick pan can palm calm pair care pole coal

k

b

bee key book cook bite kite ball call bone cone bap cap bale kale bow cow bog cog Bart cart beep keep

k

t

key tea cap tap cub tub call tall cool tool cape tape keys Ts coast toast kite tight coat tote cot tot coffee toffee

k

d

D key bin kin Dean keen dale kale dumb come door core day K date Kate dog cog dart cart deer Kia deep keep deal keel dill kill dole coal dawn corn dock cock dare care dot cot

k

ɡ

key ghee cap gap cage gauge card guard coal goal curl girl coat goat cold gold

k

f

kale fail keel feel cat fat coal foal car far cake fake case face kite fight cold fold calm farm cool fool cone phone kit fit Kate fête call fall Kia fear kin fin cast fast kill fill corn fawn can fan cob fob

k

v

cast vast cane vein coal vole key V cat vat can van cow vow kale veil cane vane

k

s

kale sail keel seal cat sat coal sole kite sight cold sold kit sit call Saul kill sill cob sob kick sick coke soak key sea cook sook cow sow keep seep come sum core sore cage sage cold sold kit sit cap sap

k

z

cap zap coo zoo cone zone key Z kit zit king zing kipper zipper coot zoot

k

ʃ

kale shale coal shoal call shawl kick Schick key she cook shook keep sheep core shore cape shape cake shake Kia shear kin shin corn shorn Kurt shirt coo shoe cot shot cock shock cop shop

k

ʒ

bake beige

k

θ

kick thick kink think come thumb curd third core thaw catch thatch Kirsty thirsty

k

ð

keys these K they care their cat that kiss this can than Ken then

k

h

cart heart corn horn calf half cat hat coal hole cook hook cord horde

k

ʧ

kin chin kick chick cop chop cane chain keys cheese care chair cork chalk coke choke kill chill cook chook cap chap come chum calm charm keep cheep cat chat coo chew

k

ʤ

cane Jane cot jot K J key G kale gaol/jail car jar cog jog coin join cob job cab jab coot jute

k

m

kale mail keel meal cat mat coal mole kite might cold mould kit mitt call mall kill mill cob mob kick Mick coke Moke key me come mum core more can man cop mop Ken men key me cart mart kiss miss K May care mare

k

n

kale nail keel kneel cat gnat kite night kit nit kill nil cob knob kick Nick key knee come numb core gnaw can Nan K neigh knot cot nut cut curse nurse cock knock cap nap came name coat note cook nook keys knees comb gnome

k

ŋ

wick wing tuck tongue back bang Rick ring kick king ruck rung stick sting luck lung Bic Bing

k

l

cook look cash lash cane lane code load cake lake case lace camp lamp cot lot cap lap kite light kick lick keg leg K lei cab lab calf laugh card lard cast last kid lid

k

r

kale rail keel reel cat rat coast roast cash rash cook rook coal roll cane rain car Rah king ring code road cake rake case race camp ramp coach roach kite right cut rut cot rot

k

w

cow wow coo woo kite white kale whale keep weep call wall kill will kin win keys wheeze care wear Ken when kind wind cot watt cage wage curl pearl key wee kick wick cord ward

k

j

yacht cot yen Ken yay K yawn corn ute coot yawl call yolk coke

     

g

 

gable gag gale gall game gap gape gate gauge gay Gertie get ghee ghost ghoul gig gill gimbal gird girl go goal goat gold gong goo gorse got gourd gown grass green guard guess guest guide gull gun Gus gust gusty guy

ɡ

p

P ghee pie guy pot got page gauge pearl girl go pate gate pest guest pied guide

ɡ

b

bow go bee ghee buy guy boo goo bus Gus big gig bun gun bag gag bowl goal ball gall Bess guess boat goat bet get bait gate bard guard board gourd best guest bust gust bold gold brass grass

ɡ

t

two goo tie guy tap gap tape gape tool ghoul tail gale tag gag tea ghee table gable tall gall town gown toast ghost tot got ton gun Tess guess test guest

ɡ

d

go dough gown down gate date gust dust gull dull guide died ghee D gig dig

ɡ

k

key ghee cap gap cage gauge card guard coal goal curl girl coat goat cold gold

ɡ

f

gale fail goal foal gate fête gig fig gun fun ghee fee game fame gable fable go foe

ɡ

v

vie guy veil gale V ghee vole goal vote goat vet get vest guest veer gear

ɡ

s

go sew guy sigh goo Sue gun sun gag sag gale sale gave save gill sill ghee sea gall Saul goal sole get set gourd sword gold sold give sieve gap sap gauge sage gorse sauce

ɡ

z

goo zoo ghee Z guest zest gap zap

ɡ

ʃ

go show guy shy goo shoe gag shag gale shale got shot gave shave ghee she gall shawl gun shun goal shoal guard shard gape shape gone shone gird shirred gear shear

ɡ

θ

gong thong gum thumb gird third gamble thimble gore thaw Gertie thirty

ɡ

ð

Gs these G thee gear their go though gay they

ɡ

h

gate hate go hoe goal hole gorse horse goo who gale hail got hot gill hill ghee he gall hall gold hold girl hurl gird herd gear hear

ɡ

ʧ

guy chai guess chess guest chest gum chum goo chew gill chill gap chap gear cheer

ɡ

ʤ

gale gaol/jail got jot gig jig gill Jill ghee G guess Jess get jet guest jest gust just gape jape goose juice gone John gear jeer gunk junk gag Jag gorge George

ɡ

m

my guy moo goo mail gale Mig gig Maeve gave mill gill me ghee mall gall musty gusty mole goal mess guess moat goat met get mate gate marred guard Maud gourd must gust mould gold moose goose map gap Morse gorse

ɡ

n

know go nag gag nail gale knot got knave gave nil gill knee ghee nun gun note goat net get Nate gate nest guest nape gape noose goose nap gap nerd gird near gear Norse gorse

ɡ

ŋ

wig wing tug tongue bag bang rig ring rug rung swig swing lug lung big Bing

ɡ

l

go low guy lie goo Lou gag lag got lot ghee Leigh guess less get let gate late guard lard gourd lord goose loose give live gap lap

ɡ

r

go row guy rye goo roo gun run gag rag gale rail got rot gig rig gave rave gill rill goal roll gate rate guest rest gust rust give gap wrap rain gain

ɡ

w

go woe guy why goo woo gun one gag wag gale whale got what gig wig gave wave gill will ghee wee gall wall gill will

ɡ

j

yet get got yacht yes guess yawl gall yum gum year gear

     

f

 

fable face fade fail faint fair fake fan farm fat fawn fax Faye fear fed feed feel fees fell fen fête Fi fig fight file fill fin fine fit fix foal foam fob foe fog fold folk fool fop fork fort forty fountain four fox Fred fun fur fuss phone photo

f

p

pan fan pin fin paint faint pig fig pine fine palm farm peel feel pat fat pair fair pile file pit fit pole foal port fort purr fur pork fork

f

b

bus fuss bin fin bite fight big fig bun fun bowl foal ball fall bell fell bone phone bead feed box fox bat fat

f

t

tin fin tool fool tail fail ten fen top fop tea Fi table fable tax fax ton fun

f

d

din fin den fen dig fig dine fine deal feel dough foe dead fed done fun dale fail deed feed dill fill dial file dough foe D Fi dead fed date fête dog fog deer fear dine fine deal feel dare fair dole foal Ds fees

f

k

kale fail keel feel cat fat coal foal car far cake fake case face kite fight cold fold calm farm cool fool cone phone kit fit Kate fête call fall Kia fear kin fin cast fast kill fill corn fawn can fan cob fob

f

ɡ

gale fail goal foal gate fête gig fig gun fun ghee fee game fame gable fable go foe

f

v

fan van foal vole fine vine file vial fawn Vaughan fix Vicks fail veil fear veer fat vat Fi V

f

s

sew foe said fed sun fun sight fight sale fail Saul fall sill fill seed feed seat feet son fun sword ford sign fine soak folk sat fat saint faint psalm farm Seoul foal socks fox six fix sax fax sit fit sawn fawn same fame

f

z

fed zed Fi Z phone zone fen Zen fit zit

f

ʃ

shin fin shine fine shield field share fair shoal foal short fort shirr fur shun fun shawl fall shell fell shocks fox shear fear shake fake Cher fir shame fame shed fed show foe shade fade shea Faye

f

ʒ

roof rouge

f

θ

thin fin three free thread Fred four thaw thorn fawn

f

ð

these fees thee fee thy those foes though foe that fat than fan then fen there fair

f

h

farm harm feel heel fat hat fair hair fit hit foal hole fur her fork hawk fight height fall hall fête hate fog hog fear hear fake hake fir her fail hail foam home fed head foe hoe Faye hay

f

ʧ

chin fin chop fop cheese fees chair fair chalk fork choke folk chose foes chill fill charm farm chat fat chilli filly chive five cheer fear

f

ʤ

fan Jan fin gin fig jig phone Joan fox jocks fog jog fear jeer folk joke fax jacks fake Jake far jar foe Joe fade jade Faye J

f

m

man fan mat fat mine fine mail fail meat feet meal feel money funny make fake mix fix mole foal mountain fountain mate fête maid fade

f

n

fat gnat fine nine fail nail feel kneel fight night fit knit foam gnome forty naughty fun nun

f

ŋ

whiff wing tough tongue riff ring tiff ting Gough gong rough rung stiff sting biff Bing

f

l

Lynne fin line fine lair fair lit fit light fight lone phone lead feed locks fox late fête log fog label fable lace face licks fix lax fax lake fake lame fame foam led fed low foe lay Faye

f

r

fan ran fig rig feel reel fat rat fair rare foal roll fight right fun run feed read fox rocks fête rate face race fax racks fake rake fail rail foam Rome fed red foe row funny runny fade raid Faye ray

f

w

foe woe fed wed fun one fight white fail whale first worst fig wig fall wall fill will feed weed fin win full wool feet wheat fees wheeze find wind feel wheel fork walk

f

j

fawn yawn fen yen fell yell folk yolk fall yawl Faye yay

     

v

 

V van vane vast vat Vaughan veal veer veil vent verse vest vet vial Vic Vicks vie vim vine Viv vole vote vow Vs 

v

p

P V pie vie pan van purse verse pine vine peas Vs pow vow pet vet pail veil pest vest pat pole vole pile vial

v

b

V bee van ban veil bale vest best vat bat vet bet vole bowl Vs bees vow bow vial bile

v

t

tie vie tick Vic tail veil tea V test vest T V tile vial

v

d

Dan van dole vole dine vine deal veal dale veil dial vial D V deer veer debt vet dote vote Dick Vic dawn Vaughan dent vent

v

k

cast vast cane vein coal vole key V cat vat can van cow vow Kale veil cane vane

v

ɡ

vie guy veil gale V ghee vole goal vote goat vet get vest guest veer gear

v

f

fan van foal vole fine vine file vial fawn Vaughan fix Vicks fail veil fear veer fat vat Fi V

v

s

sea V sale veil C V sat vat sole vole sick Vic sow vow set vet sim vim six Vicks Cs Vs sieve Viv sawn Vaughan sign vine seal veal sail veil sigh vie Seine vane

v

z

zeal veal Z V zest vest Zs Vs

v

ʃ

shoal vole shine vine shale veil she V shear veer Schick Vic shorn Vaughan shy vie Shane vein

v

θ

Vic thick vie thigh

v

ð

these Vs thee V thy vie that vat than van

v

h

hole vole heel veal hail veil he V hear veer horn Vaughan high vie how vow hat vat

v

ʧ

Vic chick vane chain Vs cheese vat chat vest chest veer cheer vie chai

v

ʤ

G V gaol/jail veil Jan van jeer veer Gs Vs Jane vane jello cello jello jet vet Jim vim jest

v

m

van man vole mole vine mine veal meal veil mail vial mile V me vet met vote moat Vic Mick vie my vat mat vein mane

v

n

van Nan vine none veal kneel veil nail vial Nile V knee veer near vet net vote note Vic nick verse nurse vow now vest nest vat gnat

v

l

vine line V Leigh vet let Vic lick Vaughan lawn vie lie vein lane

v

r

van ran vole roll veal reel veil rail vial rile vote wrote vie rye vow row vest rest vat rat vein rain

v

w

vow wow vie why veil whale verse worse vest west Vs wheeze Vaughan warn V wee vet wet vine wine vein Wayne vein wane

v

j

Yale veil year veer yet vet yawn Vaughan

     

s

 

C cell psalm sack sad sage sail saint sake sale saloon Sam same sank Sauce Saul saw  scene sea seal seas  seat seed seep Seine Seoul sieve sigh sign  sill silly sim sink Sioux sip sis six soak soap sob socks sole son sook sour sow sub suck Sue suit sun surf sword

s

p

P C pie sigh pip sip peep seep Pope soap paint saint page sage pine sign peas seas palm psalm peat seat pun sun pack sack peel seal paw saw pink sink pea sea sail pail

s

b

bean scene bun sun bee sea beet seat back sack bead seed band sand bale sale balloon saloon bell cell billy silly box socks B C

s

t

tub sub tip sip toe sew tick sick tail sail tore sore turf surf tea sea tack sack teat seat tower sour tell cell toot suit

s

d

dip sip D C dock sock duck suck dough sew die sigh door d sea deep seep

s

k

kale sail keel seal cat sat coal sole kite sight cold sold kit sit call Saul kill sill cob sob kick sick coke soak key sea cook sook cow sow keep seep come sum core sore cage sage cold sold kit sit cap sap

s

ɡ

go sew guy sigh goo Sue gun sun gag sag gale sale gave save gill sill ghee sea gall Saul goal sole get set gourd sword gold sold give sieve gap sap gauge sage gorse sauce

s

f

sew foe said fed sun fun sight fight sale fail Saul fall sill fill seed feed seat feet son fun sword ford sign fine soak folk sat fat saint faint psalm farm Seoul foal socks fox six fix sax fax sit fit sawn fawn same fame

s

v

sea V sale veil C V sat vat sole vole sick Vic sow vow set vet sim vim six Vicks Cs Vs sieve Viv sawn Vaughan sign vine seal veal sail veil sigh vie Seine vane

s

z

sip zip sink zinc sap zap suit zoot

s

ʃ

sew show seat sheet sour shower sell shell sip ship sack shack sign shine saw shore sock shock suit shoot cell shell save shave

s

ʒ

loose luge base beige

s

θ

thong song think sink thick sick thumb sum thaw saw thigh sigh thank sank thumb thorn sawn

s

ð

these Cs thee sea thy sigh they say though sew that sat this sis

s

h

seat heat sip hip seal heel soap hope sum hum sand hand suit hoot soup hoop sauce horse

s

ʧ

chick sick chip sip chilli silly

s

ʤ

scene Jean Seine Jane sea G sack Jack sale gaol/jail cell gel C G sill Jill sob job soak joke seep jeep say J set jet sake Jake sim Jim saw jaw suit jute sacks jacks Sam jam sunk junk

s

m

mine sign mail sale meat seat meal seal money sunny mix six milk silk mouth south mole sole

s

n

sun nun sea knee seat neat sack knack seed knead sale nail cell Nell socks knocks sail sat gnat sight night sit nit sill nil sob knob sick nick sook nook sow now sum numb saw gnaw sap nap say neigh set net sash gnash

s

ŋ

kiss king

s

l

lick sick line sign leap seep lei say link sink leak seeklight sight let set lake sake lead seed lay say low sew lie sigh lap sap lag sag luck suck limb sim Leigh sea look sook light sight lip sip law saw lute suit lit sit leek seek lax sacks licks six lash sash lamb Sam lank sank

s

r

sail rail seal reel sand rand sash rash sew row soap rope sing ring sink rink sack rack sock rock sale rail sip rip

s

w

sow wow sew woe sigh why Sue woo said wed sack whack sun one sag wag sight white sale whale seep weep Saul wall sill will seed weed seat wheat Cs wheeze seed weed sip whip sage wage son won save wave sick wick sock wok C wee say weigh sword ward seat wheat sign wine seek week soak woke sink wink

s

j

ute suit yell cell yap sap yum sum yak sack yay say yet set yam Sam yolk soak U Sue ewe Sioux you sue

     

z

 

Z  Zach zap zeal zed zee Zen zest zinc zing zip zipper zit zone zoo zoom zoot Zs

z

p

P Z zip pip Zen pen Pooh zoo

z

b

boo zoo boom zoom bed zed bee zee back Zach bap zap bone zone boot zoot

z

t

two zoo tap zap tit zit ten Zen tea Z test zest toot zoot

z

d

zip dip zoo do Zen den zee D zed dead

z

k

cap zap coo zoo cone zone key Z kit zit king zing kipper zipper

z

ɡ

goo zoo ghee Z guest zest gap zap

z

f

fed zed Fi Z phone zone fen Zen fit zit

z

v

zeal veal ZV zest vest Zs Vs

z

s

sip zip sink zinc sap zap suit zoot

z

ʃ

shoe zoo shed zed she Z shack Zach shoot zoot ship zip

z

ʒ

lose luge ruse rouge bays beige

z

θ

zinc think

z

ð

these Zs thee Z then Zen

z

h

zoot hoot zoo who zed head Z he Zach hack zone hone zip hip zit hit Zen hen

z

ʧ

Zane chain Zs cheese zap chap zoo chew zest chest zoos choose

z

ʤ

jute zoot G Z jack Zach Joan zone Jen Zen

z

m

moo zoo me Z Mac Zach map zap moan zone men Zen mitt zit Ming zing mink zinc

z

n

gnu zoo Ned zed knee Z knack Zach nap zap knit zit nest zest nipper zipper nip zip

z

ŋ

whizz wing tizz ting swizz swing biz Bing

z

l

loot zoot Lou zoo lead zed Leigh Z lack Zach lone zone lip zip lit zit Len Zen

z

r

roo zoo room zoom red zed rack Zach wrap zap root zoot wren Zen writ zit rest zest ring zing ripper zipper rink zinc rip zip

z

w

zoo woo Z wed Z wee Zach zest west Zs wheeze zip whip Zen when zinc wink zit wit

z

j

ute zoot yap zap yen Zen yak Zach

     

ʃ

 

Cher chic choux Schick shack shade shag shake shale Shane shanks shape shark shave shawl she shea shear sheep sheet shield shin shine ship shirr shirred shirt shoal shoe shoes shook shop shorn shot show shower shun shy 

ʃ

p

P she pie shy pin shin pot shot pop shop pip ship peep sheep park shark pine shine peat sheet power shower Pooh shoe Paul shawl

ʃ

b

beep sheep Bert shirt beet sheet bow show bark shark bell shell bower shower boo shoe ball shawl bin shin bee she buy shy back shack book shook bake shake bark shark boo shoe

ʃ

t

two shoe tie shy tape shape top shop tag shag tore shore tip ship tot shot toe show teat sheet tower shower tell shell take shake tack shack tin shin

ʃ

d

door shore dip ship dot shot dark shark dock shock dough show dye shy dirt shirt deep sheep

ʃ

k

kale shale coal shoal call shawl kick Schick key she cook shook keep sheep core shore cape shape cake shake Kia shear kin shin corn shorn Kurt shirt coo shoe cot shot cock shock cop shop

ʃ

ɡ

go show guy shy goo shoe gag shag gale shale got shot gave shave ghee she gall shawl gun shun goal shoal guard shard gape shape gone shone gird shirred gear shear

ʃ

f

shin fin shine fine shield field share fair shoal foal short fort shirr fur shun fun shawl fall shell fell shocks fox shear fear shake fake Cher fir shame fame shed fed show foe shade fade shea Faye

ʃ

v

shoal vole shine vine shale veil she V shear veer Schick  Vic shorn Vaughan shy vie Shane vein

ʃ

s

sew show seat sheet sour shower sell shell sip ship sack shack sign shine saw shore sock shock suit shoot cell shell save shave

ʃ

z

shoe zoo shed zed she Z shack Zach shoot zoot ship zip

ʃ

ʒ

ruche  rouge

ʃ

θ

Schick thick shirred third shore thaw sheaf thief shorn thorn shanks thanks

ʃ

ð

she thee shy thy shay they share their show though

ʃ

h

he she hi shy hot shot hop shop hip ship heap sheep hair share hose shows horn shorn hay shea hoe show hook shook hail shale hole shoal who shoe head shed hick Schick hank shank herd shirred hock shock hut shut hurt shirt hello cello

ʃ

ʧ

choose shoes chop shop chair share cheap sheep chew shoe chip ship

ʃ

ʤ

G she jot shot jeep sheep Joe show gaol/jail shale Jock shock jut shut jute shoot gin shin jocks shocks jeer shear jacks shacks Jake shake jade shade Jack shack gel shell jute shoot

ʃ

m

choux moo shack Mac shade made shake make shale mail Shane mane shark mark shave Maeve shawl mall she me shea May sheet meat shine mine shoal mole shoe moo shop mop show mow shy my 

ʃ

n

Schick nick shack knack shag nag shale nail shape nape shave knave she knee shea neigh shear near sheet neat shine nine ship nip shoe gnu  shook nook shot knot show no shun nun

ʃ

ŋ

wish wing bash bang gosh gong rush rung swish swing lush lung

ʃ

l

line shine lot shot leap sheep lop shop lark shark lei shea lane Shane leaf sheaf lick Schick low show Lou shoe lie shy lag shag Leigh she look shook lip ship lose shoes lake shake lute shoot lair leek chic Lynne shin lamb sham lank shank lard shard

ʃ

r

rain Shane reap sheep reek chic rack shack rail shale rye shy rod shod rose shows rare share run shun rake shake red shed row show raid shade ray shea rue shoe rut shut roos shoes reef sheaf rook shook rag shag rot shot root shoot

ʃ

w

wok shock well shell wall shawl whip ship wheat sheet wake shake wed shed weep sheep wine shine wave shave Y shy wag shag win shin wade shade whale shale

ʃ

j

U shoe yell shell yawl shawl ewe shoe yurt shirt yawn shorn ute shoot yak shack yabby shabby U shoe ewe shoo you choux

     

θ

 

thank thanks thatch thaw thick thief thigh thimble think third thirsty thirty thong thorax thorn three thug thumb Thumper

θ

p

pie thigh pug thug pick thick pong thong pink think paw thaw patch thatch pawn thorn

θ

b

thick Bic third bird thaw bore thatch batch Thumper bumper thief beef thorax borax thorn born thanks banks thirty Bertie

θ

t

tick thick tong thong tank thank taw thaw torn thorn tanks thanks

θ

d

Dick thick dank thank dumb thumb door thaw dirty thirty

θ

k

kick thick kink think come thumb curd third core thaw catch thatch Kirsty thirsty

θ

ɡ

gong thong gum thumb gird third gimbal thimble gore thaw Gertie thirty

θ

f

thin fin three free thread Fred four thaw thorn fawn

θ

v

Vic thick vie thigh

θ

s

thong song think sink thick sick thumb sum thaw saw thigh sigh thank sank thumb thorn sawn

θ

z

zinc think

θ

ʃ

Schick thick shirred third shore thaw sheaf thief shorn thorn shanks thanks

θ

ʒ

Ruth rouge

θ

ð

thigh thy

θ

h

hick thick hank thank hum thumb herd third hatch thatch

θ

ʧ

thin chin thick chick

θ

ʤ

thaw jaw

θ

m

Mick thick mink think mum thumb more thaw thatch mourn thorn

θ

n

Nick thick numb thumb nerd third nimble thimble gnaw thaw

θ

ŋ

bath bang kith king Goth gong

θ

l

lick thick long thong link think lank thank law thaw latch thatch leaf thief lawn thorn

θ

r

Rick thick wrong thong rink think raw thaw reef thief ranks thanks rank yank

θ

w

win thin wink think wart thought wick thick wonder thunder word third war thaw worn thorn

θ

j

yay they yawn thorn yum thumb yanks thanks

     

ð

 

than that thee their then these they this those though thy

ð

p

P thee pie thy pen then pen peas these pose those pay they pair their pat that pan than

ð

b

bees these B thee buy thy boughs those bay they bear their bow though bat that ban than Ben then bare there

ð

t

tease these toes those tear their toe though tan than ten then

ð

d

Ds these D thee die thy doze those day they dare their dough though Dan than den then

ð

k

keys these K they care their cat that kiss this can than Ken then

ð

ɡ

Gs these G thee gear their go though gay they

ð

f

these fees thee fee thy those foes though foe that fat than fan then fen there fair

ð

v

these Vs thee V thy vie that vat than van

ð

s

these Cs thee sea thy sigh they say though sew that sat this sis

ð

z

these Zs thee Z then Zen

ð

ʃ

she thee shy thy shay they share their show though

ð

ʒ

bathe beige

ð

θ

thigh thy

ð

h

hose those hem them hay they hair their hoe though hat that hiss this hen then here there

ð

ʧ

cheese these chose those chair their chat that

ð

ʤ

Gs these G thee jeer their Jo though J they

ð

m

me thee my thy Mem them May they mat that miss this man than men then mare there

ð

n

knees these knee thee nose those neigh they near their no though gnat that Nan than

ð

ŋ

with wing

ð

l

Leigh thee lie thy lay they lair their Len then

ð

r

rose those ray they rare their row though rat that ran than wren then

ð

w

we thee why thy wheeze these woes those way they wear their woe though when then where there

ð

j

thee ye they yay their year though yo

     

h

 

hack hail hair hake half hall hand hare hark harm haste hat hate hawk hay he heap heart hearth heel height hello hen herd hi high hill hip hiss hit hock hoe hog hoist hold hole hook hoot hop  hope horde horn horse hose host hot hub hug hull hum hurl hush who

h

p

P he pie hi pot hot pop hop pip hip peep heap Pope hope pen hen pearl hurl pug hug pat hat pill hill part heart pair hair pose hose pawn horn pit hit

h

b

bee he beep heap bay hay bath hearth bug hug bye hi bow hoe book hook back hack ball hall bale hail bat hat bold hold bowl hole band hand

h

t

two who tie high top hop tub hub tail hail tug hug ten hen tea he toast host Ted head tot hot tip hip took hook tear hair tart heart taste haste torn horn toe hoe

h

d

hoe dough he D hi die who do head dead hail dale hen den hay day hate date hark dark hog dog hug Doug heart dart hear deer high dye heap deep

h

k

cart heart corn horn calf half cat hat coal hole cook hook cord horde

h

ɡ

gate hate go hoe goal hole gorse horse goo who gale hail got hot gill hill ghee he gall hall gold hold girl hurl gird herd gear hear

h

f

farm harm feel heel fat hat fair hair fit hit foal hole fur her fork hawk fight height fall hall fête hate fog hog fear hear fake hake fir her fail hail foam home fed head foe hoe Faye hay

h

v

hole vole heel veal hail veil he V hear veer horn Vaughan high vie how vow hat vat

h

s

seat heat sip hip seal heel soap hope sum hum sand hand suit hoot soup hoop sauce horse

h

z

zoot hoot zoo who zed head Z he Zach hack zone hone zip hip zit hit Zen hen

h

ʃ

he she hi shy hot shot hop shop hip ship heap sheep hair share hose shows horn shorn hay shea hoe show hook shook hail shale hole shoal who shoe head shed hick Schick hank shank herd shirred hock shock hut shut hurt shirt hello cello

h

θ

hick thick hank thank hum thumb herd third hatch thatch

h

ð

hose those hem them hay they hair their hoe though hat that hiss this hen then here there

h

ʧ

hop chop who chew high chai hawk chalk hip chip heart chart hair chair hook chook hum chum heap cheep hose chose hive chive hear cheer

h

ʤ

he G hot jot heap jeep hen Jen hug jug hill Jill hay J hoe Joe hail gaol/jail hoist joist hock Jock hut jut hoot jute

h

m

he me hi my hop mop hope mope hen men hug mug hat mat hill mill host most heart mart hair mare hose mows horn mourn hit mitt hay May hoe mow hail mail hold mould hole mole hate mate horse Morse who moo house mouse hoist moist hum mum hock mock hut mutt hull mull hello mellow

h

n

he knee hot knot hip nip hope nope hat gnat hill nil hose nose hit nit hay neigh hoe no hook nook hail nail horse Norse who gnu home gnome head Ned hick nick hum numb herd nerd hock knock hut nut

h

l

he Leigh hi lie hot lot hop lop hip lip heap leap hug lug hatch latch hair lair horn lawn hit lit hay lay hoe low hook look hand land hate late who Lou half laugh house louse home loam head lead horde lord hick lick hank lank hush lush hock lock hull lull hoot lute

h

r

heap reap hail rail heel reel hat rat host roast hug rug hen wren hose rose hand rand hash rash hoe row hook rook habit rabbit head red hi rye hole roll hope rope hush rush hut rut hot rot hay ray

h

w

wok hock wall hall whip hip wheat heat wake hake wed head weep heap wine Y hi whale hail woe hoe why high boo who will hill wheat heat ways haze hose woes he wee hay way horn warn horde ward

h

j

who you who ewe hear year hack yak hen yen hot yacht ham yam horn yawn hay yay hoot ute hard yard hello yellow hurt yurt

     

ʧ

 

cello chai chain chair chalk chap charm chart cheep cheese cheetah chess chest chew chick chief chill chilli chilly chin chink chip chive choc chock choke chook chop chose chum

ʧ

p

pie chai pin chin pop chop pip chip peep cheep peas cheese palm charm pick chick pane chain pair chair pork chalk pest chest

ʧ

b

bin chin Bic chick bees cheese bear chair best chest buy chai book chook

ʧ

t

cheese Ts chop top chin tin chew two chai tie chick tick chalk talk chest test chick tick chip dip chews twos chart tart

ʧ

d

din chin Dick chick dip chip Ds cheese dare chair doze chose dye chai do chew door chore dock chock deep cheep dive chive dumb chum

ʧ

k

kin chin kick chick cop chop cane chain keys cheese care chair cork chalk coke choke kill chill  cook chook cap chap come chum calm charm keep cheep cat chat coo chew

ʧ

ɡ

guy chai guess chess guest chest gum chum goo chew gill chill gap chap gear cheer

ʧ

f

chin fin chop fop cheese fees chair fair chalk fork choke folk chose foes chill fill charm farm chat fat chilli filly chive five cheer fear

ʧ

v

Vic chick vane chain Vs cheese vat chat vest chest veer cheer vie chai

ʧ

s

chick sick chip sip chilli silly

ʧ

z

Zane chain Zs cheese zap chap zoo chew zest chest zoos choose

ʧ

ʃ

choose shoes chop shop chair share cheap sheep chew shoe chip ship

ʧ

θ

thin chin thick chick

ʧ

ð

cheese these chose those chair their chat that

ʧ

h

hop chop who chew high chai hawk chalk hip chip heart chart hair chair hook chook hum chum heap cheep hose chose hive chive hear cheer

ʧ

ʤ

cheese Gs chain Jane cheap jeep chunk junk choke joke chive jive cello jello

ʧ

m

chick Mick chop mop chain mane chair mare choke Moke chose mows chill mill chap map chum mum chat mat chew moo chai my cello mellow merry cherry meter cheetah

ʧ

n

nick chick knees cheese nose chose nil chill nook chook nap chap numb chum gnat chat gnu chew nest chest near cheer nip chip nook chook knit chit knock chock

ʧ

ŋ

witch wing touch tongue batch bang rich ring kitsch king switch swing stitch sting lunch lung

ʧ

l

Lynne chin lick chick lose choose lip chip lop chop lane chain lair chair limp chimp  lamp champ lie chai lace chase lock choc look chook link chink leak cheek

ʧ

r

chew roo chat rat chain rain chase race chink rink chime rhyme chook rook chink rink chai rye chip rip cheep reap chair rare  chest rest chose rose chum rum choose roos

ʧ

w

wick chick win chin Wayne chain west chest whip chip walk chalk

ʧ

j

ewe chew year cheer yellow cello yes chess

     

ʤ

 

G  gaol gel George germ gin Gs J jab jack jacks jade Jag jail Jake Jan Jane jape jar jaw Jean jeans jeep jello jelly Jen jet jetty jig jive Joan  job jocks Joe jog John joist joke jot Js jug  juice jump junk just jut jute

ʤ

p

peep jeep pay J pump jump pet jet pug jug punk junk pig jig pail gaol/jail P G pack jack paid jade pa jar pane Jane poke joke

ʤ

b

beep jeep bump jump beans jeans bet jet bunk junk bog jog bug jug big jig bag Jag belly jelly back Jack

ʤ

t

jape tape gin tin gaol/jail tail jug tug tag Jen ten G tea jest test jack tack Jag tag

ʤ

d

Gs Ds jeep deep jive dive jaw door G D jam dam jog dog jug dig just dust

ʤ

k

cane Jane cot jot K J key G kale gaol/jail car jar cog jog coin join cob job cab jab coot jute

ʤ

ɡ

gale gaol/jail got jot gig jig gill Jill ghee G guess Jess get jet guest jest gust just gape jape goose juice gone John gear jeer gunk junk gag Jag gorge George

ʤ

f

fan Jan fin gin fig jig phone Joan fox jocks fog jog fear jeer folk joke fax jacks fake Jake far jar foe Joe fade jade Faye J

ʤ

v

G V gaol/jail veil  Jan van jeer veer Gs Vs Jane vane jello cello jello jet vet Jim vim jest

ʤ

s

scene Jean Seine Jane sea G sack Jack sale gaol/jail cell gel C G sill Jill sob job soak joke seep jeep say J set jet sake Jake sim Jim saw jaw suit jute sacks jacks Sam jam sunk junk

ʤ

z

jute zoot G Z jack Zach Joan zone Jen Zen

ʤ

ʃ

G she jot shot jeep sheep Joe show gaol/jail shale Jock shock jut shut jute shoot gin shin jocks shocks jeer shear jacks shacks Jake shake jade shade Jack shack gel shell jute shoot

ʤ

θ

thaw jaw

ʤ

ð

Gs these G thee jeer their Jo though J they

ʤ

h

he G hot jot heap jeep hen Jen hug jug hill Jill hay J hoe Joe hail gaol/jail hoist joist hock Jock hut jut hoot jute

ʤ

ʧ

cheese Gs chain Jane cheap jeep chunk junk choke joke chive jive cello jello

ʤ

m

G me Jen men jug mug Jill mill J May Joe mow gaol/jail mail joist moist Jock mock jut mutt Jan man jig Mig Joan moan jocks mocks jog mog joke Moke jacks Max Jake make jade made Jane mane junk monk  jello mellow Jean mean Jack Mac job mob jet met

ʤ

n

G knee Jill nil J neigh Joe no gaol/jail nail Jock knock jut nut Jack knack job knob jet net Jag nag jape nape jest nest

ʤ

ŋ

badge bang ridge ring

ʤ

l

lot jot leap jeep lei J lane Janelet jet lay J low Joe lug jug lag Jag less Jess limb Jim Leigh loss joss law jaw lute jute lax jacks lamb jam log jog

ʤ

r

rain Jane reap jeep rack jack rail gaol/jail rest jest rig jug Rah jar rug jug wren Jen rust just ran Jan racks jacks rake Jake row Joe raid jade ray J raw jaw rut jut rag Jag rot jot root jute

ʤ

w

weep jeep whale gaol/jail wig jig weigh J wet jet worm germ wade jade

ʤ

j

yay J yet jet yak jack yolk joke yam jam ute jute yeti jetty yacht jot yell gel

     

m

 

Mac Maeve mail male mall man map mare mark marred mart mash mat match mate Maud Max May meal meet mellow Mem meter mic mice Mick Mig might mile milk mill mime mine Ming mink miss mite mitt mix moan moat mob mock mog moist Moke mole money moo moose

m

p

pan man pop mop patch match pug mug pat mat pine mine pail mail peel meal pie my mark park

m

b

mat bat mic bike mug bug

m

t

two moo tie my tap map top mop tick Mick tail mail tug mug ten men tea me tore more tan man teen mean tight might tall mall tone moan toast most tote moat tacks Max teat meet tit mitt

m

d

mow dough me D my die moo do muck duck mean Dean mail dale men den more door May day mate date mark dark mog dog mug Doug Mig dig mart dart must dust

m

k

kale mail keel meal cat mat coal mole kite might cold mould kit mitt call mall kill mill cob mob kick Mick coke Moke key me come mum core more can man cop mop Ken men key me cart mart kiss miss K May care mare

m

ɡ

my guy moo goo mail gale Mig gig Maeve gave mill gill me ghee mall gall musty gusty mole goal mess guess moat goat met get mate gate marred guard Maud gourd must gust mould gold moose goose map gap Morse gorse

m

f

man fan mat fat mine fine mail fail meat feet meal feel money funny make fake mix fix mole foal mountain fountain mate fête maid fade

m

v

van man vole mole vine mine veal meal veil mail vial mile V me vet met vote moat Vic Mick vie my vat mat vein mane

m

s

mine sign mail sale meat seat meal seal money sunny mix six milk silk mouth south mole sole

m

z

moo zoo me Z Mac Zach map zap moan zone men Zen mitt zit Ming zing mink zinc

m

ʃ

choux moo shack Mac shade made shake make shale mail Shane mane shark mark shave Maeve shawl mall she me shea May sheet meat shine mine shoal mole shoe moo shop mop show mow shy my  

m

ʒ

loom luge room rouge

m

θ

Mick thick mink think mum thumb more thaw thatch mourn thorn

m

ð

me thee my thy Mem them May they mat that miss this man than men then mare there

m

h

he me hi my hop mop hope mope hen men hug mug hat mat hill mill host most heart mart hair mare hose mows horn mourn hit mitt hay May hoe mow hail mail hold mould hole mole hate mate horse Morse who moo house mouse hoist moist hum mum hock mock hut mutt hull mull hello mellow

m

ʧ

chick Mick chop mop chain mane chair mare choke Moke chose mows chill mill chap map chum  mum chat mat chew moo chai my cello mellow merry cherry meter cheetah

m

ʤ

G me Jen men jug mug Jill mill J May Joe mow gaol/jail mail joist moist Jock mock jut mutt Jan man jig Mig Joan moan jocks mocks jog mog joke Moke jacks Max Jake make jade made Jane mane junk monk jello mellow Jean mean Jack Mac job mob jet met

m

n

gnash mash gnat mat knack Mac knave Maeve knead mead knee me kneel meal knight mite knit mitt knob mob nail mail Nan man nap map neat meat neigh May nice mice nick Mick night might nil mill Nile mile nine mine no mow nope mope Norse Morse note moat numb mum nut mutt

m

ŋ

whim wing rim ring tin ting kin king gone gong fan fang run rung bin Bing thin thing

m

l

line mine lunch munch lop mop lark mark lei May lane mane louse mouse link mink light might lace mace lick Mick let met late mate lime mime low mow Lou moo lie my lap map lug mug less mess luck muck Leigh me loss moss lake make lone moan lit mitt lax Max licks mix lash mash log mog lice mice

m

r

rain mane rink mink rack Mac rail mail reel meal rat mat roast most rig Mig rug mug rope mope wren men rust must rye my ring Ming ran man rare mare right might read mead rate mate race mace rake make row mow runny money raid maid ray May rue moo wrap map rung mung ruck muck rile mile rush mush rash mash rut mutt rhyme mime

m

w

mow woe my why moo woo Mac whack mite white mail whale mall wall mill will mead weed meat wheat Mick wick mock sock wok me wee May weigh Maud ward mine wine Moke woke men when mink wink meal wheel mile while maid wade mire wire

m

j

moo ewe mellow yellow mess yes may yay met yet Mac yak Moke yolk map yap

     

n

 

gnash gnat gnaw gnome knack knave knead knee kneel knees knight knit knob knocks knot nag nail name Nan nap nape naughty near neat neigh Nell nerd nest nestle net nice nick night nil Nile nimble nine nip no nod nook nope Norse nose note numb nun nurse nut

n

p

pot knot pip nip purse nurse pine nine peas knees pet net putt nut pail nail pose nose

n

b

bet net butt nut bight night bap nap bow no bale nail bows nose B knee bite knight bay neigh bad nag beer near best nest boat note book nook bun nun

n

t

tight night tap nap toe no tot knot tail nail tame name toes nose test nest tease knees took nook tip nip tape nape

n

d

nice dice nip dip knee D no dough nine dine knot dot nail dale name dame

n

k

kale nail keel kneel cat gnat kite night kit nit kill nil cob knob kick Nick key knee come numb core gnaw can Nan K neigh knot cot nut cut curse nurse cock knock cap nap came name coat note cook nook keys knees comb gnome

n

ɡ

know go nag gag nail gale knot got knave gave nil gill knee ghee nun gun note goat net get Nate gate nest guest nape gape noose goose nap gap nerd gird near gear Norse gorse

n

f

fat gnat fine nine fail nail feel kneel fight night fit knit foam gnome forty naughty fun nun

n

v

van Nan vine none veal kneel veil nail vial Nile V knee veer near vet net vote note Vic nick verse nurse vow now vest nest vat gnat

n

s

sun nun sea knee seat neat sack knack seed knead sale nail cell Nell socks knocks sail sat gnat sight night sit nit sill nil sob knob sick nick sook nook sow now sum numb saw gnaw sap nap say neigh set net sash gnash

n

z

gnu zoo Ned zed knee Z knack Zach nap zap knit zit nest zest nipper zipper nip zip

n

ʃ

Schick nick shack knack shag nag shale nail shape nape shave knave she knee shea neigh shear near sheet neat shine nine ship nip shoe gnu  shook nook shot knot show no shun nun

n

ʒ

bane beige

n

θ

Nick thick numb thumb nerd third nimble thimble gnaw thaw

n

ð

knees these knee thee nose those neigh they near their no though gnat that Nan than

n

h

he knee hot knot hip nip hope nope hat gnat hill nil hose nose hit nit hay neigh hoe no hook nook hail nail horse Norse who gnu home gnome head Ned hick nick hum numb herd nerd hock knock hut nut

n

ʧ

nick chick knees cheese nose chose nil chill nook chook nap chap numb chum gnat chat gnu chew nest chest near cheer nip chip nook chook knit chit knock chock

n

ʤ

G knee Jill nil J neigh Joe no gaol/jail nail Jock knock jut nut Jack knack job knob jet net Jag nag jape nape jest nest

n

m

gnash mash gnat mat knack Mac knave Maeve knead mead knee me kneel meal knight mite knit mitt knob mob nail mail Nan man nap map neat meat neigh May nice mice nick Mick night might nil mill Nile mile nine mine no mow nope mope Norse Morse note moat numb mum nut mutt

n

ŋ

fan fang win wing pin Ping ton tongue ban bang thin thing run rung bin Bing tin ting gone gong

n

l

light night lock knock line nine lap nap low no lot knot lame name lei neigh let net lip nip low know life knife lice nice

n

r

rack knack rail nail reel kneel rat gnat wreck neck rope nope wrestle nestle rod nod rose nose ran Nan right night run nun read need rocks knocks Rome gnome red Ned row no ray neigh rest nest wrap nap rile Nile rash gnash raw gnaw rut nut rook nook rag nag rot knot

n

w

no woe knack whack night white nail whale nil will need weed neat wheat Nick wick knock wok knee wee neigh weigh nine wine kneel wheel Nile while now wow Ned wed nun sun one nag wag nurse worse nip whip knees wheeze

n

j

nap yap Nell yell knack yak neigh yay net yet knot yacht

     

l

 

label lace lag lair lake lamb lamp lane lank lap lard lark lash last latch laugh law lawn lax lay lead leaf leak leap leech leek leeks leg lei Leigh Len less let lick lid light limb lime line link lip load locks lone look loose loot lop lord lose loss lot Lou louse low luck lug lull lunch lung lute lye Lynne lyre

l

p

pick lick pine line punch lunch pot lot peg leg peach leech peep leap pop lop park lark pay lei pane lane pink link peak leak

l

b

beef leaf bite light base lace Bic lick bet let bake lake bead lead bunch lunch beaks leeks bet let bay lay bow low

l

t

Lou two lie tie lap tap lop top lick tick lug tug lag tag Len ten label table less Tess teach leech luck tuck tight look took light tot lot lip tip loss toss law taw lose twos lake take lair tear low toe lone tone lit tit teak leek load toad

l

d

low dough Leigh D lie die Lou do lead dead Lynne din luck duck lean Dean Len den lime dime lei day late date lark dark log dog lug Doug lye dye leap deep lamb dam line dine lame dame lot dot

l

k

cook look cash lash cane lane code load cake lake case lace camp lamp cot lot cap lap kite light kick lick keg leg K lei cab lab calf laugh card lard cast last kid lid

l

ɡ

go low guy lie goo Lou gag lag got lot ghee Leigh guess less get let gate late guard lard gourd lord goose loose give live gap lap

l

f

Lynne fin line fine lair fair lit fit light fight lone phone lead feed locks fox late fête log fog label fable lace face licks fix lax fax lake fake lame fame foam led fed low foe lay Faye

l

v

vine line V Leigh vet let Vic lick Vaughan lawn vie lie vein lane

l

s

lick sick line sign leap seep lei say link sink leak seek light sight let set lake sake lead seed lay say low sew lie sigh lap sap lag sag luck suck limb sim Leigh sea look sook light sight lip sip law saw lute suit lit sit leek seek lax sacks licks six lash sash lamb Sam lank sank

l

z

loot zoot Lou zoo lead zed Leigh Z lack Zach lone zone lip zip lit zit Len Zen

l

ʃ

line shine lot shot leap sheep lop shop lark shark lei shea lane Shane leaf sheaf lick Schick low show Lou shoe lie shy lag shag Leigh she look shook lip ship lose shoes lake shake lute shoot lair leek chic Lynne shin lamb sham lank shank lard shard

l

ʒ

rule rouge bale beige

l

θ

lick thick long thong link think lank thank law thaw latch thatch leaf thief lawn thorn

l

ð

Leigh thee lie thy lay they lair their Len then

l

h

he Leigh hi lie hot lot hop lop hip lip heap leap hug lug hatch latch hair lair horn lawn hit lit hay lay hoe low hook look hand land hate late who Lou half laugh house louse home loam head lead horde lord hick lick hank lank hush lush hock lock hull lull hoot lute

l

ʧ

Lynne chin lick chick lose choose lip chip lop chop lane chain lair chair limp chimp  lamp champ lie chai lace chase lock choc look chook link chink leak cheek

l

ʤ

lot jot leap jeep lei J lane Jane let jet lay J low Joe lug jug lag Jag less Jess limb Jim Leigh loss joss law jaw lute jute lax jacks lamb jam log jog

l

m

line mine lunch munch lop mop lark mark lei May lane mane louse mouse link mink light might lace mace lick Mick let met late mate lime mime low  mow Lou moo lie my lap map lug mug less mess luck muck Leigh me loss moss lake make lone moan lit mitt lax Max licks mix lash mash log mog lice mice

l

n

light night lock knock line nine lap nap low no lot knot lame name lei neigh let net lip nip low know life knife lice nice

l

ŋ

will wing rill ring till ting kill king swill swing still sting lull lung bill Bing

l

r

lamp ramp lace race lake rake leaf reef lock rock light right load road line rhyme lane rain lamb ram lead read look rook

l

w

lead weed lock wok lick wick light white lyre wire lake wake link wink lead wed let wet late wait leap weep life wife lip whip lei way line wine leak week lay weigh leak weak

l

j

lamb yam lei yay lute ute lawn yawn less yes lard yard lot yacht let yet lap yap

     

r

 

rabbit rack rag Rah raid rail rain rake ramp rand rank ranks rap rare rash rat rate rave reach real reap red reef reek reel rest rig right rile rill ring rink roach road roast rock rocket rod roll Rome roo rook roos root rope rose

r

p

peach reach pane rain peep reap pink rink peak reek pack rack pail rail peel reel pat rat peck wreck pest rest post roast pig rig pocket rocket pool rule pa Rah pug rug Pope rope pen wren pestle wrestle pie rye Ping ring pod rod pose rose

r

b

bow row buy rye boo roo bed red bug rug book rook back rack bun run buck ruck bag rag right bite beach reach bap rap bale rail beam boy Roy bench wrench bough row bust rust boast roast best rest bag rag big rig beep reap bung rung

r

t

teach reach teak reek tack rack tail rail test rest toast roast tool rule toes rose ta Rah tug rug ten wren tie rye toe row tag rag two roo Ted red toad road

r

d

row dough rye die roo do red dead ruck duck rail dale roar door ray day rate date rug Doug rig dig rust dust reap deep

r

k

kale rail keel reel cat rat coast roast cash rash cook rook coal roll cane rain car Rah king ring code road cake rake case race camp ramp coach roach kite right cut rut cot rot

r

ɡ

go row guy rye goo roo gun run gag rag gale rail got rot gig rig gave rave gill rill goal roll gate rate guest rest gust rust give gap wrap rain gain

r

f

fan ran fig rig feel reel fat rat fair rare foal roll fight right fun run feed read fox rocks fête rate face race fax racks fake rake fail rail foam Rome fed red foe row funny runny fade raid Faye ray

r

v

van ran vole roll veal reel veil rail vial rile vote wrote vie rye vow row vest rest vat rat vein rain

r

s

sail rail seal reel sand rand sash rash sew row soap rope sing ring sink rink sack rack sock rock sale rail sip rip

r

z

roo zoo room zoom red zed rack Zach wrap zap root zoot wren Zen writ zit rest zest ring zing ripper zipper rink zinc rip zip

r

ʃ

rain Shane reap sheep reek chic rack shack rail shale rye shy rod shod rose shows rare share run shun rake shake red shed row show raid shade ray shea rue shoe rut shut roos shoes reef sheaf rook shook rag shag rot shot root shoot

r

θ

Rick thick wrong thong rink think raw thaw reef thief ranks thanks rank yank

r

ð

rose those ray they rare their row though rat that ran than wren then

r

h

heap reap hail rail heel reel hat rat host roast hug rug hen wren hose rose hand rand hash rash hoe row hook rook habit rabbit head red hi rye hole roll hope rope hush rush hut rut hot rot hay ray

r

ʧ

chew roo chat rat chain rain chase race chink rink chime rhyme chook rook chink rink chai rye chip rip cheep reap chair rare  chest rest chose rose chum rum choose roos

r

ʤ

rain Jane reap jeep rack jack rail gaol/jail rest jest rig jug Rah jar rug jug wren Jen rust just ran Jan racks jacks rake Jake row Joe raid jade ray J raw jaw rut jut rag Jag rot jot root jute

r

m

rain mane rink mink rack Mac rail mail reel meal rat mat roast most rig Mig rug mug rope mope wren men rust must rye my ring Ming ran man rare mare right might read mead rate mate race mace rake make row mow runny money raid maid ray May rue moo wrap map rung mung ruck muck rile mile rush mush rash mash rut mutt rhyme mime

r

n

rack knack rail nail reel kneel rat gnat wreck neck rope nope wrestle nestle rod nod rose nose ran Nan right night run nun read need rocks knocks Rome gnome red Ned row no ray neigh rest nest wrap nap rile Nile rash gnash raw gnaw rut nut rook nook rag nag rot knot

r

l

lamp ramp lace race lake rake leaf reef lock rock light right load road line rhyme lane rain lamb ram lead read look rook

r

w

rock wok rag wag rig wig rake wake ring wing rink wink run one reel wheel red wed

r

j

ray yay rue U root ute rot yacht rap yap rack yak ram yam

     

w

 

one wag wage walk wall wane ward warn wart watt wave Wayne ways weak wear wee weed week weep west whack whale what wheat wheel wheeze when whip whirl white why wick wife wig will win wind wine wink wipe woe wok woke wonder woo wool word worm worn worse worst wow Y

w

p

pie why pin win pot what pipe wipe pip whip peep weep pen when purse worse page wage pig wig pearl whirl pine wine peel wheel pick wick perm worm Paul wall pull wool pave wave

w

b

bow wow bow woe buy why boo woo bed wed back whack bun one bag wag bite white bale whale bough wow burst worst best west big wig beep weep ball wall bill will bead weed bin win bull wool beet wheat bees wheeze bear wear Ben when bead weed bind wind

w

t

why tie win tin woe toe wipe type one ton wag tag white tight whale tail west test wall tall wick tick wed Ted wheat teat wake take wheeze Ts whip tip week teak wheel teal

w

d

dye why din win dot what dip whip deep weep den when dig wig dine wine deal wheel Dick wick Dave wave dough woe do woo dead wed done one dale whale deed weed dill will din win Ds wheeze dock wok dial while

w

k

cow wow coo woo kite white kale whale keep weep call wall kill will kin win keys wheeze care wear Ken when kind wind cot watt cage wage curl pearl key wee kick wick cord ward

w

ɡ

go woe guy why goo woo gun one gag wag gale whale got what gig wig gave wave gill will ghee wee gall wall gill will

w

f

foe woe fed wed fun one fight white fail whale first worst fig wig fall wall fill will feed weed fin win full wool feet wheat fees wheeze find wind feel wheel fork walk

w

v

vow wow vie why veil whale verse worse vest west Vs wheeze Vaughan warn V wee vet wet vine wine vein Wayne vein wane

w

s

sow wow sew woe sigh why Sue woo said wed sack whack sun one sag wag sight white sale whale seep weep Saul wall sill will seed weed seat wheat Cs wheeze seed weed sip whip sage wage son won save wave sick wick sock wok C wee say weigh sword ward seat wheat sign wine seek week soak woke sink wink

w

z

zoo woo Z wed Z wee Zach zest west Zs wheeze zip whip Zen when zinc wink zit wit

w

ʃ

wok shock well shell wall shawl whip ship wheat sheet wake shake wed shed weep sheep wine shine wave shave Y shy wag shag win shin wade shade whale shale

w

θ

win thin wink think wart thought wick thick wonder thunder word third war thaw worn thorn

w

ð

we thee why thy wheeze these woes those way they wear their woe though when then where there

w

h

wok hock wall hall whip hip wheat heat wake hake wed head weep heap wine Y hi whale hail woe hoe why high boo who will hill wheat heat ways haze hose woes he wee hay way horn warn horde ward

w

ʧ

wick chick win chin Wayne chain west chest whip chip walk chalk

w

ʤ

weep jeep whale gaol/jail wig jig weigh J wet jet worm germ wade jade

w

m

mow woe my why moo woo Mac whack mite white mail whale mall wall mill will mead weed meat wheat Mick wick mock sock wok me wee May weigh Maud ward mine wine Moke woke men when mink wink meal wheel mile while maid wade mire wire

w

n

no woe knack whack night white nail whale nil will need weed neat wheat Nick wick knock wok knee wee neigh weigh nine wine kneel wheel Nile while now wow Ned wed nun sun one nag wag nurse worse nip whip knees wheeze

w

l

lead weed lock wok lick wick light white lyre wire lake wake link wink lead wed let wet late wait leap weep life wife lip whip lei way line wine leak week lay weigh leak weak

w

r

rock wok rag wag rig wig rake wake ring wing rink wink run one reel wheel red wed

w

j

way yay woo U wet yet ward yawn woo ewe wham yam whack yak when yen what yacht

     

j

 

ewe U ute yabby yacht yak Yale yam yank yap yard yawl yawn yay ye year yell yellow yen yes yet yeti yoke yolk you yum yurt

j

p

pot yacht pen yen pay yay Pooh U pet yet pawn yawn Pam yam pack yak

j

b

Ben yen bay yay boo you bet yet back yak Bess yes boot ute born yawn bard yard yank lank

j

t

tot yacht ten yen two U torn yawn tam yam tack yak Tess yes toot ute tell yell tall yawl yank tank

j

d

yacht dot yen den yay day you do yet debt yawn dawn yam dam yell dell yum dumb

j

k

yacht cot yen Ken yay K yawn corn ute coot yawl call yolk coke yurt Kurt

j

ɡ

yet get got yacht yes guess yawl gall yum gum year gear

j

f

fawn yawn fen yen fell yell folk yolk fall yawl Faye yay

j

v

Yale veil year veer yet vet yawn Vaughan

j

s

ute suit yell cell yap sap yum sum yak sack yay say yet set yam Sam yolk soak U Sue ewe Sioux you sue

j

z

ute zoot yap zap yen Zen yak Zach

j

ʃ

U shoe yell shell yawl shawl ewe shoe yurt shirt yawn shorn ute shoot yak shack yabby shabby U shoe ewe shoo you choux yank shank

j

θ

yay they yawn thorn yum thumb yanks thanks

j

ð

thee ye they yay their year though yo

j

h

who you who ewe hear year hack yak hen yen hot yacht ham yam horn yawn hay yay hoot ute hard yard hello yellow hurt yurt yank hank

j

ʧ

ewe chew year cheer yellow cello yes chess

j

ʤ

yay J yet jet yak jack yolk joke yam jam ute jute yeti jetty yacht jot yell gel

j

m

moo ewe mellow yellow mess yes may yay met yet Mac yak Moke yolk map yap

j

n

nap yap Nell yell knack yak neigh yay net yet knot yacht

j

l

lamb yam lei yay lute ute lawn yawn less yes lard yard lot yacht let yet lap yap yank lank

j

r

ray yay rue U root ute rot yacht rap yap rack yak ram yam yank rank

j

w

way yay woo U wet yet warn yawn woo ewe wham yam whack yak when yen what yacht

 

 

This resource page contains many examples of picture-and-word work sheets intended for use in speech-language pathology intervention.

The sheets were made in Microsoft Word, using copyright-free pictures from Microsoft Clip Art and Media and converted into portable document files (pdfs) with Adobe Acrobat.

The vocabulary represents (non-rhotic) Australian English pronunciation, and although most of the words and minimal pairs will 'work' in other dialects of English you may need to discard some. For example, pairs like saw-shore, and spa-star are minimal pairs in Australian English and in other non-rhotic varieties of English, but not in rhotic dialects such as Canadian, Irish, Scottish and most US 'Englishes'.

SLPs/SLTs and students are invited to use these worksheets and other resources when working with children with speech sound disorders. You are free to save them to your computer and to customize them to suit individual clients and to fit your service delivery model. Restrictions that apply to their use are stated in the copyright notice.

Please read this before downloading pdf or pptx files

Please avoid downloading the same file multiple times as it increases my bandwidth usage and drives up my costs. Choose a pdf or pptx file; download it once, and save it to a folder. If you find the free resources here useful, and would like to make your secure donation to the maintenance of this site, please click here, and then click on the DONATE BUTTON.

On this page you will find pictures and words for minimal pairs in which the contrasts are maximally or nearly maximally opposed. There are more minimal pair and near minimal pair pictures here and here.


How many exemplars?


There are many pictures to choose from here, but in selecting target words for phonological therapy it is definitely not a case of 'more is better'. Elbert, Powell and Swartzlander (1991) found that they could teach as few as 3 to 5 minimal pairs in order for their participants to show spontaneous generalisation to other words containing the target sounds.

Elbert, M., Powell, T. W., & Swartzlander, P.  (1991). Toward a technology of generalization:  How many exemplars are sufficient?  Journal of Speech and Hearing Research, 34, 81-87.


Minimal Pairs: Maximal Oppositions


Early, Middle and Late Eight Developing Consonants (Shriberg, 1993)

Early Eight Contrasts

/m/ Contrasts

/m/ vs. /f/ SIWI
man fan mat fat mine fine mail fail meat feet meal feel money funny make fake mix fix mole foal mountain fountain mate fête maid fade

/m/ vs. /s/ SIWI
mine sign mail sale meat seat meal seal money sunny mix six milk silk mouth south mole sole

/m/ vs. 'ch' SIWI
mop chop mat chat mix chicks merry cherry mare chair meter cheetah

/n/ Contrasts

/f/ vs. /n/ SIWI
fat gnat fine nine fail nail feel kneel fight night fit knit foam gnome forty naughty fun nun

/j/ Contrasts

/j/ vs. 'ch' SIWI
ewe chew year cheer yellow cello yes chess

/j/ vs 'dg' SIWI (1)
yam jam yak jack yay! J

/j/ vs. 'dg' SIWI (2)
yay J yet jet yak jack yolk joke yam jam ute jute yeti jetty yacht jot yell gel

/j/ vs. 'sh' SIWI
U shoe yell shell yawl shawl ewe shoe yurt shirt yawn shorn ute shoot yak shack yabby shabby U shoe ewe shoo you choux

/j/ vs. /s/ SIWI
ute suit yell cell yap sap yum sum yak sack yay say yet set yam Sam yolk soak U Sue ewe Sioux you sue

/b/ Contrasts

/b/ vs. /s/ SIWI
bean scene bun sun bee sea beet seat back sack bead seed band sand bale sale balloon saloon bell cell billy silly box socks b-c-b-c-b-c

/b/ vs /f/ SIWI
bus fuss bin fin bite fight big fig bun fun bowl foal ball fall bell fell bone phone bead feed box fox bat fat

/b/ vs /f/ SFWF
cub cuff tub tough rub rough pub puff grub Gruff cob cough Serb surf ebb F

/w/ Contrasts

/w/ vs. 'ch' SIWI
wick chick win chin Wayne chain west chest whip chip walk chalk

/w/ vs. 'dg' SIWI
weep jeep whale gaol/jail wig jig weigh J wet jet worm germ wade jade

/w/ vs. /s/, 'sh' and /f/ SIWI
one sun weed seed wheel seal whale sail wing sing wok sock wink sink well shell wok shock wake shake wall shawl wag shag whip ship wall fall weed feed walk fork wig fig one fun wait fete

/w/ vs. 'sh' SIWI
wok shock well shell wall shawl whip ship wheat sheet wake shake wed shed weep sheep wine shine wave shave Y shy wag shag win shin wade shade whale shale

/d/ Contrasts

/d/ vs /s/ SIWI
dip sip D C dock sock duck suck dough sew die sigh door d sea deep seep

/d/ vs /s/ SFWF
bud bus slide slice mad Mass kid kiss lead lease loud louse

/d/ vs 'sh' SIWI
door shore dip ship dot shot dark shark dock shock dough show dye shy dirt shirt deep sheep

/d/ vs 'sh' SFWF
mad mash hard harsh sad sash blood blush

/p/ Contrasts

/p/ vs. 'dg SIWI
peep jeep pay J pump jump pet jet pug jug punk junk pig jig pail gaol/jail P G  pack jack paid jade pa jar pane Jane poke joke

/p/ vs. /l/ SIWI
pick lick pine line punch lunch pot lot peg leg peach leech peep leap pop lop park lark pay lei pane lane pink link peak leak

/p/ vs. /r/ SIWI
peach reach pane rain peep reap pink rink peak reek pack rack pail rail peel reel pat rat peck wreck pest rest post roast pig rig pocket rocket pool rule pa Rah pug rug Pope rope pen wren pestle wrestle pie rye Ping ring pod rod pose rose

/h/ Contrasts

/t/ vs. /h/ SIWI (1)
teat heat, tip hip, toot hoot, tart heart, till hill, ten hen, toe hoe, tie hi, top hop, tub hub, tug hug

/t/ vs /h/ SIWI (2) Contributed by Stacy Fietz
tea he ten hen tie high two hoo tip hip tear hair

/k/ vs. /h/ SIWI
cart heart corn horn calf half cat hat coal hole cook hook

/g/ vs. /h/ SIWI
gate hate go hoe goal hole

/h/ vs. /r/ SIWI
heap reap hail rail heel reel hat rat host roast hug rug hen wren hose rose hand rand hash rash hoe row hook rook habit rabbit head red hi rye hole roll hope rope hush rush hut rut hot rot hay ray

Middle Eight Contrasts

/t/ Contrasts

/t/ vs. /r/ SIWI
teach reach teak reek tack rack tail rail test rest toast roast tool rule toes rose ta Rah tug rug ten wren tie rye toe row tag rag two roo Ted red toad road

/k/ Contrasts

/k/ vs. /r/ SIWI
kale rail keel reel cat rat coast roast cash rash cook rook coal roll cane rain car Rah king ring code road cake rake case race camp ramp coach roach kite right cut rut cot rot

/k/ vs. /l/ SIWI
cook look cash lash cane lane code load cake lake case lace camp lamp cot lot cap lap kite light kick lick keg leg K lei cab lab calf laugh card lard cast last kid lid

/k/ vs. 'dg' SIWI
cane Jane cot jot K J key G kale gaol/jail car jar cog jog coin join cob job cab jab coot jute

/k/ vs. /z/ SIWI
cap zap coo zoo cone zone key Z kit zit king zing kipper zipper

/k/ vs /v/ SIWI
cast vast cane vein coal vole key V cat vat can van cow vow Kale veil cane vane

/g/ Contrasts

/g/ vs. 'ch' SIWI (1)
guy chai guess chess guest chest gum chum

/g/ vs. /f/ SIWI (1)
gale fail goal foal gate fête gig fig gun fun ghee fee game fame gable fable go foe

/g/ vs. /f/ SIWI (2)
go foe game fame Gus fuss gate fete gold fold gale fail goal foal gig fig gun fun ghee fee gable fable

/g/ vs. /s/
go sew game same Guy sigh gum sum give sieve gold sold gun sun ghee C goal sole gale sail gap sap

Late Eight Contrasts

/r/ Contrasts

/s/ vs. /r/ SIWI
sail rail seal reel sand rand sash rash sew row soap rope sing ring sink rink sack rack sock rock sale rail sip rip

/r/ vs. /d/ SIWI
rock dock roar door rig dig ray day rip dip Rome dome run done reel deal red dead ram dam rice dice wreck deck rug Doug rust dust row dough


New to maximal oppositions? Read on...


Place-Voice-Manner Chart


Consonants are classified in terms of their place of articulation, manner of articulation and voicing. The chart at the foot of this page is a PVM Chart showing the consonants of English. The voiced glide /w/ is included twice because it has two places of articulation, bilabial and velar. The glottal stop is also there because it occurs in some dialects of English.


Place of Articulation


Consonants are made by obstructing or constricting airflow at some point in the vocal tract. The point of obstruction or constriction is called the place of articulation. The ‘places’ of articulation are Bilabial, Labiodental, Interdental, Alveolar, Palatal, Velar and Glottal. Note that there are other classification systems that differ slightly.


Manner of Articulation


Consonants are classified in terms of their Place-Manner-Voice. The manner of articulation is the type of obstruction that occurs in the production of a particular consonant. The ‘manners’ of articulation are: Stop, Fricative, Affricate, Nasal, Liquid and Glide. The Stops, Fricatives and Affricates are termed obstruents, and the Nasals, Liquids, Glides, AND VOWELS are termed sonorants. The consonants /l/, /r/, /w/ and /j/ are also referred to as approximants.


Non-Major Class Distinctions


The Non-Major Class Distinctions are in place: differentiating labial, coronal and dorsal consonants; in manner: differentiating stops, fricatives, affricates, nasals, liquids, glides; and in voice: differentiating the voiced-voiceless cognate pairs.


Major Class Features


Major Class Features distinguish between the main groupings of sounds in a language: consonants vs. vowels, glides vs. consonants, and obstruents (stops, fricatives, and affricates) vs. sonorants (nasals, liquids, glides, and vowels).

Bake-make illustrates a major class distinction between obstruents and sonorants; make-wake illustrates the major class distinction between consonants and glides.

In the minimal pair silly-billy the contrast is not quite maximal, but it is ‘maximal enough’ to be highly salient for a child receiving intervention. In silly-billy we have labial /b/ vs. coronal /s/, stop /b / vs. fricative /s/, voiced /b/ vs. voiceless /s/, and unmarked /b/ vs. marked /s/. It crosses many featural dimensions but /b/ and /s/ are obstruents so there is no obstruent vs. sonorant opposition (i.e., no Major Class Feature distinction).


Maximal Opposition


A maximal opposition cuts across many featural dimensions. For example the word pair bun-sun differs in place (labial is distinct from coronal), manner (stop is distinct from fricative) and voice (/b/ is voiced and /s/ is voiceless). The contrast fat-gnat is in place, manner, voice and major class (/f/ is an obstruent and /n/ is sonorant), and markedness (/f/ is marked, /n/ is not).


Target Selection and Maximal Oppositions

"Known" vs. maximally distinct "unknown" sound


In the Maximal Oppositions approach (Gierut, 1989, 2001, 2007) Minimal Pair therapy the treatment sets consists of words that are minimally contrasted and which have maximal or near maximal feature differences between each word pair. One word in a pair represents a sound the child "knows" (can say at word level) and the other represents a sound the child does not know (cannot say).

For example, a child may "know" /m/ and be able to say words like man, mat and mine. However, the same child may be unable to say /f/ as in fan, fat and fine. The consonants /f/ and /m/ are maximally opposed as follows.

Non-Major Class Distinctions
Place NO - /m/ and /f/ are both labial, however /m/ is bilabial and /f/ is labiodental
Voice YES - /m/ is voiced and /f/ is voiceless
Manner YES - /m/ is nasal and /f/ is fricative
Major Class Features
Obstruent vs. Sonorant YES - /m/ is sonorant and /f/ is obstruent
Markedness
Unmarked (simple) vs. Marked (complex) YES - /m/ is unmarked and /f/ is marked

/m/ vs. /f/ SIWI
man fan mat fat mine fine mail fail meat feet meal feel money funny make fake mix fix mole foal mountain fountain mate fête maid fade

Employing this target selection strategy, Gierut and co-workers have demonstrated widespread cross-system generalisation in suitable children with phonological disorder.


References


Gierut, J. (1989). Maximal opposition approach to phonological treatment. Journal of Speech and Hearing Disorders, 54, 9-19.

Gierut, J. (2001). Complexity in phonological treatment: Clinical factors. Language, Speech, and Hearing in Schools, 32, 229-241.

Gierut, J. (2007). Phonological complexity and language learnability. American Journal of Speech-Language Pathology, 16(1), 6-17. CLICK HERE


The "Freebies" pages on the 1998-2011 web site have been replaced on the new site by the RESOURCES INDEX.

Click on the word 'RESOURCES' and scoll down. The RESOURCES tab appears at the top of every page of this site. You will see it above, to the left of the three flannel flowers.

There, you will find links to child speech assessment and intervention resources including many new picture and word worksheets for working with children with speech sound disorders. 

PLEASE READ THIS: Please avoid downloading the same file multiple times as doing so increases my bandwidth usage and drives up the cost of maintaining this site. Choose a pdf or pptx file; download it once, and save it to a folder.

 

 

Word and Picture Worksheets

Word Lists: Minimal Pairs
Worksheets: Consonants, Clusters, Vowels

Worksheets: Complexity; Lexical Properties, Markedness, SSP, Phonotactics, Facilitative Contexts

Worksheets: Contrasts; Minimal Pairs; Near Minimal Pairs

Worksheets: Revisions and Repairs and the fixed-up-one routine

Worksheets: Within Word ("Medial") Consonants
Worksheets: Maximal Oppositions (Minimal Pairs)
Worksheets: Long Words


Please consider donating to the upkeep of this site. THANK YOU!

Substitution Processes (Systemic Processes)

SIWI minimal pairs
/t/ vs. voiceless affricate

SIWI minimal pairs
/s/ vs. voiceless affricate

SFWF minimal pairs stops vs. palatal fricative and affricates

tear chair
tease cheese
tin chin
top chop
talk chalk
ticks chicks
tiled child
tip chip
tips chips
tore chore
two chew

sore chore
sum chum
sip chip
sick  chick
sat chat
Sue chew
silly chilly
soak choke
suck chuck
sill chill
search church

rat rash
out ouch
write rice
cat catch
late lace
hut hush
mat match
road rose
head hedge
hit hiss
coat coach

SIWI minimal pairs voiced vs. voiceless alveolar stops

SIWI minimal pairs voiced vs. voiceless affricates

SIWI minimal pairs voiceless velar stops vs. alveolar stops

deer tear
die tie
din tin
doll toll
door tore
doze toes
dent tent
dead Ted
dim Tim

jeer cheer
joke choke
jeep cheap
Jane chain
jaw chore
jump chump
jest chest
gin chin
Jess chess

car tar
core tore
cape tape
cub tub
cool tool
cap tap
key tea
call tall
corn torn

SIWI min pairs voiced velar vs. voiced alveolar stops

SIWI minimal triplets
voiceless fricatives

SIWI minimal pairs
/k/ vs. /g/

gaze daze (days)
gig dig
go doe (dough)
game dame
gust dust
gum dumb
gash dash
grip drip
grab drab
groan drone
gate date
got dot
Guy die (dye) 
guide died

sort fort short
sore four shore
sign fine shine
sell fell shell
seat feet sheet

cap gap
gate Kate
game came
gum come
coat goat
coast ghost
cot got

SFWF minimal pairs
/d/ vs. /t/

SFWF minimal pairs
/k/ vs. /g/

SFWF minimal pairs
/p/ vs. /b/

cord caught
bird Bert
wade wait
wed wet
bad bat
bead beat
ride write
sad sat
hid hit
sword sort
pod pot
feed feet
road wrote
weed wheat

peck peg
buck bug
pick pig
lock log
back bag
stack stag
tack tag

cup cub
nip nib
cap cab
lap lab
rope robe

SIWI minimal pairs
voiceless vs. voiced

SIWI minimal pairs
/h/ vs. /t/

SIWI minimal pairs
/h/ vs. /f/

peach beach
town down
fan van
pole bowl
peas bees
pie buy (bye)
pear bear
sip zip
pig big
tore door

hop top
hall tall
horn torn
high tie
hose toes
hair tear
hen ten
hot tot

hat fat
hit fit
hold fold
hive five
hall fall
horse force
hall fall
heel feel
hole foal
hairy fairy

SIWI minimal pairs
/h/ vs. ‘sh’

SIWI minimal pairs
/s/ vs. /h/

SIWI minimal pairs
/l/ vs. /s/

hall shawl
head shed
horn Sean
horn Shawn
harp sharp
hop shop
hook shook
high shy
hut shut
heap sheep
hoe show
hair share
heat sheet
hip ship

sauce horse
soup hoop
sold hold
side hide
sit hit
sand hand
suit hoot
sole hole
soap hope
seat heat
sip hip
seal heel

line sign
low sew
lock sock
long song
lick sick
lip sip
lend send
lift sift
lead seed
look sook

SIWI minimal pairs
/w/ vs. /r/

SIWI minimal pairs
/f/ vs. /w/

SIWI minimal pairs
/v/ vs. /w/

one run
wig rig
wing ring
wok rock
whale rail
wake rake
weed read
witch rich
wave rave
west rest

feel wheel
fig wig
fight white
fork walk
fall wall
fish wish
feel wheel
full wool
fail whale
fade wade

vest west
veil whale
vine wine
vet wet
volley Wally
veal wheel
Vic wick

SFWF minimal pairs
‘sh’ vs. ‘ch’

SIWI minimal pairs
‘sh’ vs. ‘ch’

SIWI minimal pairs
/l/ vs. /d/

mash match
dish ditch
wish witch
wash watch
cash catch
hush hutch
crush crutch
marsh march

shops chops
shoes choose
ships chips
share chair
Shane chain
shin chin
sheep cheep
shock chock

lots dots
log dog
lazy daisy
leap deep
love dove

SIWI minimal pairs
/n/ vs. /l/

SIWI minimal pairs
/f/ vs. /d/

SIWI minimal pairs
/s/ vs. ‘sh’

knead lead
nip lip
night light
name lame
knock lock
neigh lay
no low
nine line
knot lot
nap lap

file dial
fish dish
fan Dan
four door
five dive
foam dome
fig dig
 

suit shoot
sock shock
sore shore
sip ship
sack shack
sour shower
seat sheet
Sue shoe
 

SIWI minimal pairs
/s/ vs. /f/

SIWI minimal pairs
/s/ vs. /f/

SIWI minimal pairs
/n/ vs. ‘sh’

sold fold
sauce force
sort fort
six fix
sit fit
sole foal
cell fell
sole foal
sore four

sun fun
seed feed
sound found
seat feet
seal feel
socks fox
saw four
sunny funny
sat fat
sign fine

gnaw shore
knee she
nip ship
nine shine
neat sheet
nut shut
no show
knock shock

SIWI minimal pairs
/w/ vs. /l/

SIWI minimal pairs
/w/ vs. /l/

SIWI minimal pairs
/s/ vs. ‘sh’

wok lock
wine line
weed lead
white light
week leek
weigh lay
wet let 
wick lick 

why lie
wake lake
wait late
weep leap
wink link
Wally lolly

sign shine
sew show
sip ship
saw shore
sock shock
 

SIWI minimal pairs
/n/ vs. /s/

SFWF minimal pairs
/n/ vs. ‘ng’

SIWI minimal pairs
‘th’ vs. /f/

gnaw saw
nine sign
nails sails
kneel seal
neat seat
nip sip
knock sock
no sew

Ron wrong
pin Ping
win wing
thin thin
 

thin fin
thaw four
thought fort
thread Fred
thorn fawn
three free
thirst first

SIWI minimal pairs
/v/ vs. /b/

SIWI minimal pairs
/l/ vs. /j/

 

vase bars
vest best
vat bat
V B (Vee-Bee)
vote boat
van ban
vow bow
very berry

lawn yawn
Lou you
lap yap
less yes
lucky yucky
luck yuck

 

Structural Processes (Syllable Structure Processes)

Near minimal pairs singleton vs. cluster /p/ vs. /sp/

Near minimal pairs singleton vs. cluster /l/ vs. /sl/

Near minimal pairs singleton vs. cluster /s/ vs. /sk/

pie spy
peach speech
pot spot
pit spit
pin spin
pill spill

leap sleep
lip slip
low slow

sails scales
sip skip
see ski
sore score

Near minimal pairs singleton vs. cluster /s/ vs. /st/

Near minimal pairs singleton vs. cluster /t/ vs. /st/

Near minimal pairs singleton vs. cluster /t/ vs. /st/ SFWF

sick stick
sack stack
seal steal
soup stoop

take stake
talk stork
tar star
tack stack
top stop
tool stool
tick stick
 

beat Beast
Bert burst
wet west
coat coast
goat ghost
wait waist
net nest
pet pest
feet feast
vet vest

Near minimal pairs singleton vs. cluster /w/ vs. /sw/

Near minimal pairs singleton vs. cluster /k/ vs. /sk/

Near minimal pairs singleton vs. cluster /n/ vs. /sn/

wing swing
weep sweep
well swell
wheat sweet
witch switch

key ski
cat scat
car scar
core score
cool school

nail snail
knees sneeze
no snow
nought Snort
nap snap

Near minimal pairs singleton vs. cluster /m/ vs. /sm/

Near minimal pairs singleton vs. cluster /l/ vs. l-cluster

Near minimal pairs singleton vs. cluster /r/ vs. /tr/

Mog smog
mash smash
mall small
mile smile
Mac smack

low glow
lip flip
lap clap
loud cloud
lock block
leap sleep
lean clean
lime climb
low blow
love glove

rash trash
ray tray
rim trim
rain train
rack track
Rick trick

Near minimal pairs singleton vs. cluster /r/ vs. r-cluster

Minimal pairs cluster vs. cluster /sk/ vs. /st/

 

root fruit
rat brat
red bread
rip drip
rain train
row throw

scoop stoop
school stool
scout stout
score store
sky sty
skate state
skill still
scamp stamp

 

Clusters SIWI

/skr/ SIWI
scream screen scratch scrub screw

/str/ SIWI
stream string strawberries strum streetlight street strong straight struggle stretch strict strain stripes

/kr/ SIWI
crash crawl crutches crab cry crayon crane crack crumb cross crew crow crowd crown

/gr/ SIWI
green grass greet grapes grouch grow Grover great grin grill

/tr/ SIWI
triangle track trash tractor train treasure trick trumpet tree trolley truck trap trio tray trim trophy

/dr/ SIWI
dream draw drive drum dragon dress drop drill drip drink

/br/ SIWI
Bradley Bruce Brett Brendan Brian bricks brown bronco branch bright bread broken broom bride branches break breaking Bryony Brenda Briane Bronnie Brianna

/sp/ SIWI
speech spill spit space spade spark Spice Girls spot sponge spud spoon spider Spiderman spine spire spy

/st/ SIWI
steam stick stay stairs steps stag star stop stamp stone stork stoop sty stir stool

/pr/ SIWI
prince princess pram prawn prune pretty proud price prize

/kl/ SIWI
clean Clag clock cloth clog club claw clothes clever close clown cloud climb

/fl/ SIWI
fleece flea flip flake flame flag flat flash fly flock flute floor float flower

/sm/ SIWI
smell small smart smash smog smudge smoke smile

/sn/ SIWI
snail sneeze snip Sneeches snake snap snooze snow snore snort

Near minimal pairs final consonant Inclusion

Near minimal pairs final consonant inclusion

Near minimal pairs final consonant inclusion

tea team
tie tide
hoe hope
play plane
car calf
pea peep
shoe shoot
low load

high hide
see seat
shoe shoot
she sheep
cow couch
sore sort
sea seed
low load
say save

buy bike
sew soap
ow! out
bee beach
pie pile
row road
moo move
car card

Near minimal pairs initial consonant inclusion /h/

Near minimal pairs initial consonant inclusion /f/

Near minimal pairs initial consonant inclusion /k/

"A" hay
"E" he
"I" high
"O" hoe
("U" who - yoo-hoo)
eye high
air hair
old hold
eel heel
art heart
edge hedge

arm farm
eel feel
in fin
air fair
oar four
ace face
eat feet
ill fill
oh foe
ox fox
ale fail

"R" car
art cart
ache cake
oar core
ape cape
air care
old cold
aim came
ill kill
arm calm
off cough

Near minimal pairs initial consonant inclusion ‘sh’

Near minimal pairs initial consonant inclusion /s/

Near minimal pairs initial consonant inclusion /t/

shower hour
share air
shy eye
shake ache
shape ape
shawl all
shell "L
shout out

seal eel
sell "L"
seat eat
sad add
soak oak
sold old
saw oar
soil oil
sour hour

in tin
eye tie
ache take
aim tame
air tear
ape tape
old told
art tart

Near minimal pairs initial consonant  inclusion

us bus
ape tape
out shout
eye pie
eel peel
air chair
ache take
old fold

 

 

Vowel contrasts

'er' vs. 'or'
bored bird / cord curd / Paul pearl / bought Bert / short shirt / torn turn /call curl  / lawn learn /walk work / warm worm / fawn fern / born burn / a bored bird / a warm worm / a short shirt / a coarse curse

Regarding 'er'!   In Australian English /r/ is not pronounced in pearl, shirt, etc.
pearl shirt purse purr bird burn burst term turn dirt curve girl fern fur third thirst search serve sir shirt chirp church nurse nerdlearn worm squirm search hurt earth surf

Vowel Contrasts
cub cab / rush rash/ cub cab/rush rash /truck track /bud bad /cut cat /hut hat /mud mad / bug bag /cup cap /fun fan

Vowel Contrasts
duck - deck /bunch - bench /bug - beg /nut - net /money - many /bud - bed

Singletons SIWI

/p/ SIWI
pea peach peel peep pig pick pill Po pink paint paste pay peck peg pen pest pet pan park poor pool post purr pie pile Piglet Pooh Percy

/b/ SIWI
bee beach bead bean beat big beak bin bear Barbie Barney Barney bell 'baby bird's balloon' 'baby bird' bed best back bus boot book ball bowl bone bore bored Bobo bird bike buy bite Big Bird Babar but butt
bad bud beard bead bird bed

/t/ SIWI
teach tease team tent tick tin tip tail Ted tell tack tap top tape toe tie toll talk torch tear tore tall town tight Tinky Winky Thomas Terence

/d/ SIWI
dig dip dish ditch Dipsy die deck duck doll dark dot desk door dome dirt dial dice dive

/k/SIWI
key king kiss cage Ken cake Kate case cab calf cow cash cap car card corn comb come cool cook coach coast coat

/g/ SIWI
goose game gate girl gum goat gold gown go ghost Gordon

/h/ SIWI
he heap 'Rat in a Hat' Henry heat heel hill hip hit hiss hair head hen hand hat heart hop hot hug hut hoop hush hook hoe hold high hole hose horse hawk hope horn hide hive Happy

/f/ SIWI
feast feed feel feet fig fin fit fish fair fall fan fat farm fast fun food foal foot phone force fork four fern fight file fine fire five Fred

/v/ SIWI
vase vest vet van vat vote voice vine Vegemite 'Vera Violet Vinn'

/s/ SIWI
seal sit seat sock seed sum sick sun sing suit sail sew same soap sell soak sack sold sad salt sip sauce sink saw sea sort sword side Sam-I-Am Celeste

/z/ SIWI
zip zoo zoom Zac zed zebra

'sh'  SIWI
she sheep sheet shin ship shake shape shave shed shell shack shut sharp shock shop shoot shoe shine shawl shore shirt short shout shy Shawn

'th' SIWI
thief thick thin thing think thank thatch thong thud thumb thump thaw thought third thirst thigh

'ch' SIWI
cheep cheek cheese cheer chick chin chip chase chair chest chimp chat chop chew choose chalk chore child Chitty-Chitty-Bang-Bang

'J' SIWI
jeans jeep Jack jar jam jet jug jump juice jelly joke Jeff

/w/ SIWI
week weed weep wheat wheel whip wick wig win wind wing whale waist wait wake wave weigh web wet well west wag one won wash watch wok wood wolf walk wall Wilma warm whirl work worm world Wally Waldo Wanda why wine wipe wire

/j/ SIWI
year yell yes yak yap yacht yard young yuk yum you yolk yawn Yolanda

/l/ SIWI
lead leap leaf lick leek lift lean Laa Laa lid lace lame late lay let lamb lap last lock log love lunch lasso letter ladder look loaf load low long learn little loud lion lie light line like lime Lulu

/r/ SIWI
read rich rig rim Robin Rattie Rat ring rip wrist race rage rail rain rake ray red rack rock Ron run roof room rope robe rose row Ronald wrong round rice ride write Rin-Tin-Tin

The Teddies in Bananas in Pyjamas are Amy, Morgan and Lulu. The Bananas are B1 and B2, and the other main character is The Rat in a Hat.

/m/ SIWI
me meal mean meet Mickey Minnie milk mail make men man map march mud moo moon move mouse mice

/n/ SIWI
knead neat knit nib nip name nail neigh neck nap knock knot none nut nose gnaw nurse noise knife nice nine

/b/ vs. /t/ and /b/ vs. /d/ CVCs
boat beat bite boot beet beat bat Bert bit bought bait

No final consonant in Australian and NZ English

pea pay Pooh paw purr pie pow poi Pa
bee bay boo bore burr buy bow boy bar bow
tea two tore tie toy ta toe
"D" day do door die dough
key Kay coo core cur cow coy car
gay goo guy go
four fur far foe
"V" vie vow
sea say Sue sore sir sigh sow soy sew
zoo zee
she shoe shore shy show
he hay who her high how hoe
chew chore
"G" "J" jaw joy jar Joe
me May moo more my Ma
knee neigh gnaw now  no
lay Lou law lie low
we way woo war why wow woe
ray roo raw rye Roy row

No initial consonant

ape
up
ebb
eat
it
eight
out
ought
odd
Orc
ouch
age
edge
urge
aim

"M"
in
on
add
aid
ache
oak
egg
if
off
ace
ass
"S"
us
ice

eyes
ash
each
itch
urn
own
eel
ill
ale
all
owl
oil
ink
end
arm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Metalinguistic Cues and Imagery


All interventions for speech sound disorders incorporate the use of metalinguistic cues and imagery. For example, in the butterfly procedure for lateral and palatal substitutions (e.g., lateral-s) the child is 'cued' to assume the position for /i/ ('ee') and imagine the tongue as a butterfly's wings 'grooving', and 'bracing' against the teeth.

This slide show and handout suggest, for a range of targets:

  • IMAGERY NAMES provided by parent or clinician and possibly modified by the child;
  • VERBAL CUES provided by parent or clinician and possibly modified by the child;
  • GESTURE CUES provided by an adult (parent / clinician / 'helper').

Slide Show and Handout


Metalinguistic cues and imagery slide show - ppsx - opens in a new window

Metalinguistic cues and imagery handout - 1-page pdf

Can't open the ppsx slide shows? Go to Slide Show Help

x

 


Revisions and Repairs


The "fixed-up-one" routine is a metalinguistic technique that enables adults to talk simply to children about making revisions and repairs and how to do so. Scripts are provided to families to introduce them to the technique.

Please read this before downloading pdf or pptx files

Please avoid downloading the same file multiple times as it increases my bandwidth usage and drives up my costs. Choose a pdf or pptx file; download it once, and save it to a folder. If you find the free resources here useful, and would like to make your secure donation to the maintenance of this site, please click here, and then click on the DONATE BUTTON.

On this page you will find two slide shows explaining the fixed-up-one technique and scripts for substutution processes, syllable structure processes, and vowel replacement.


Slide Shows


Fixed-up-One Routine - Revisions and Repairs (8 slides)

Fixed-up-One Routine - Revisions and Repairs (21 Slides)

Can't open the ppsx slide shows? Go to Slide Show Help


Scripts


Substitution Processes

Fixed-up-One Routine for Interdental /s/ and /z/  (soup ⇒ thoup, zebra ⇒ thebra)

Fixed-up-One Routine for Gliding of /l/ (/w/ vs. /l/ lock ⇒ wok)

Fixed-up-One Routine for Velar Fronting (car ⇒ tar) (1)

Fixed-up-one Routine for Velar Fronting (car ⇒ tar, girl ⇒ derl) (2)

Fixed-up-One Routine for Stopping of the fricative /f/ (fork ⇒ pork)

Fixed-up-One-Routine for Gliding of /f/ (fork ⇒ walk)

Fixed-up-One Routine for /s/ vs /h/ (seal ⇒ heel)

Fixed-up-one-Routine for Palatal Fronting (shower ⇒ sour)

Fixed-up-one Routine for Backing of Alveolar Stops (tin ⇒ kin, doll ⇒ goll)

Syllable Structure Processes

Fixed-up-One Routine for Final Consonant Deletion (bike ⇒ buy)

Fixed-up-One Routine for /sn/ Cluster Reduction (snail ⇒ nail)

Fixed-up-One Routine for Weak Syllable Deletion (computer ⇒ puter)

Fixed-up-one Routine for for the Adjuncts /sp/, /st/, /sk/ (stop ⇒ top)

Fixed-up-one-Routine for /sn and /sm/ (snail ⇒ nail, smoke ⇒ moke)

Vowel Replacements

Fixed-up-One-Routine for OR vs ER (bird ⇒ bored)

Fixed-up-one Routine for E as in Ben vs U as in bun (deck ⇒ duck)


References


Bowen, C. (1996). Evaluation of a phonological therapy with treated and untreated groups of young children. Unpublished doctoral dissertation. Macquarie University.

Bowen, C. (1998). Developmental phonological disorders: A practical guide for families and teachers. Melbourne: The Australian Council for Educational Research Ltd.

Bowen, C. & Cupples, L. (1998). A tested phonological therapy in practice. Child Language Teaching and Therapy, 14(1), 29-50.

Bowen, C. & Cupples, L. (1999). Parents and children together (PACT): a collaborative approach to phonological therapy. International Journal of Language and Communication Disorders, 34(1), 35-55.

Aviator oyna cox olk?l?rd? h?r gun daha cox populyarlasan maraql? pul oyunudur. Sad?liyi v? yuks?k qazanma nisb?ti il? cox qumarbaz?n ur?yini qazand?.