Degree Name

Master of Science (MS)

Semester of Degree Completion

1991

Thesis Director

Jill F. Nilsen

Abstract

Current research examining the efficacy of different stages of phonological remediation is limited to the use of minimal pairs and the integration of language therapy to assist children with accompanying language deficits. Auditory bombardment, however, although frequently used, has not been researched as to its effectiveness in the remediation of phonological processes. Auditory bombardment is currently being presented through word lists. This researcher suggests that a language-based bombardment, in the form of children’s stories, would aid in the reduction of phonological processes and the acquisition of language skills.

Six subjects were included in the research study. The subjects ranged in age from 3-3 to 5-6. Subject selection criteria were as follows: 1) monolingual homes; 2) no history of previous speech and language services; 3) adequate speech mechanisms; 4) normal hearing; 5) moderate to profound phonological delays as determined by the Assessment of Phonological Processes-Revised (APP-R).

Pretesting consisted of the APP-R deviancy scores and a 50 utterance language sample analyzed for Developmental Sentence Score (DSS) and Mean Length of Utterance (MLU). These three measures were the dependent variables for the study.

The subjects were matched for age and divided into three groups. Group 1 was the control group and received no auditory bombardment. Group 2 was an experimental group and received auditory bombardment in the form of word lists. Group 3 was an experimental group and received auditory bombardment in the form of children’s stories. All three groups received minimal pair therapy. The therapy was administered during twelve 30 minute sessions over six weeks.

After treatment the subjects the APP-R was readminstered and a 50 utterance language sample analyzed for DSS and MLU. These measures were analyzed using one way analysis of variances in pre/post comparisons. These comparisons did not yield any statistically significant differences among dependent variables. This indicated that change was not demonstrated as a result of the application of the independent variable. However, reductions in the use phonological processes were noted in all subjects.

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