ERIC Number: ED026797
Record Type: RIE
Publication Date: 1968-Jan
Reference Count: 0
Using the Initial Teaching Alphabet to Improve Articulation. Final Report.
Twenty-four preschool children (aged 3-3 to 5-6) were studied to test the efficacy of newly developed phonemic-visual-oral materials in the correction of articulatory problems. All subjects were given an articulation test and a battery of five tests to measure auditory memory span and intelligence. Twelve children received 50 sessions of instruction, 1 hour long, using the new materials based on the Initial Teaching Alphabet and structured to cover auditory discrimination, sound sequencing, visual discrimination, phonemic synthesis and analysis, and rhyming. A control group of 12 was exposed to traditional articulation therapy procedure. The experimental group made significantly fewer errors in articulation after therapy than the control group based on the Goldman-Fristoe Filmstrip Articulation Test (p=.05). No significant difference was found between groups in auditory memory skills and intelligence scores. Conclusions were that the experimental, visual-symbol approach has great potential in the modification of misarticulation. (RP)
Descriptors: Articulation (Speech), Auditory Discrimination, Auditory Tests, Auditory Training, Exceptional Child Research, Initial Teaching Alphabet, Instructional Materials, Multisensory Learning, Parent Participation, Phonemics, Phonetic Analysis, Phonetics, Preschool Children, Research Reviews (Publications), Speech Handicaps, Speech Improvement, Speech Therapy, Visual Discrimination, Visual Stimuli
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Vanderbilt Univ., Nashville, TN.