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Journal of Deaf Studies and Deaf Education 6:1 2001
© 2001 Oxford University Press

Empirical Articles

Effects of Articulation Training on the Production of Trained and Untrained Phonemes in Conversations and Formal Tests

Louise E. Paatsch, Peter J. Blamey and Julia Z. Sarant

University of Melbourne
Bionic Ear Institute

The aim of this study was to investigate the effectiveness of articulation training for specific phonemes on the production of phonemes in conversational language samples, the 108 Single Word Articulation Test (Paatsch, 1997), and the Phonetic Level Evaluation (Ling, 1976). Speech production skills of 12 hearing-impaired children were assessed using these evaluation tools pre- and posttraining. A total of six phonemes were selected for each child to be trained during 15-to 20-minute daily sessions throughout an 8-week speech production program. Three phonemes, with a particularly high error rate, were trained at a phonetic level (category 1) while three phonemes, with an intermediate error rate of 40% to 70%, were trained at a phonological level (category 2). Results showed improvements in the percentage of correctly articulated category 1 phonemes and category 2 phonemes. The improvements for category 2 phonemes were larger than for category 1 phonemes for all test materials. It may be that phonological level training is more effective than phonetic level training or that phonemes with an intermediate error rate are easier to train than phonemes with a high error rate. Untrained vowels and consonants also improved slightly after training. Phonological process analysis showed that many of the errors apparent in the trained phonemes also had occurred in the untrained phonemes. This may have resulted in the generalization and carryover of taught speech skills into other aspects of the child's spoken language.

We thank the children and parents from Mountview Primary School who participated in this study. We also thank Mrs. Marilyn Dann and the members of her dedicated staff who implemented the speech program, and we gratefully acknowledge the work of Johanna Barry and Cathy Bow, who transcribed the children's responses from all assessments referred to in this study. The study was funded by a project grant (#970257) from the Australian National Health and Medical Research Council.

Correspondence should be sent to Louise Paatsch, Department of Otolaryngology, University of Melbourne, 384 Albert Street, East Melbourne, Victoria 3002, Australia (e-mail: l.paatsch{at}medoto.unimelb.edu.au).

Received May 3, 2000; revised August 2, 2000; accepted August 8, 2000


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Home page
 J Deaf Stud Deaf EducHome page
L. E. Paatsch, P. J. Blamey, J. Z. Sarant, and C. P. Bow
The Effects of Speech Production and Vocabulary Training on Different Components of Spoken Language Performance
J. Deaf Stud. Deaf Educ., January 1, 2006; 11(1): 39 - 55.
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