|
一、中文文獻 王佩怡(2001)。構音/音韻異常兒童治療用語料庫策略選取之建立(未出版之碩士論文)。國立陽明大學復健科技輔具研究所,台北。 王淑慧、張維珊、童寶娟(2010)。華語構音/音韻臨床測驗工具。臺北市:國立臺北護理學院溝通障礙科學研究所。 毛連塭(1979)。國語構音測驗。高雄:復文圖書出版社。 江政如(1999)。聲韻覺識與中文認字能力的相關性研究(未出版之碩士論文)。國立台東師範學院國民教育研究所,台東。 佘永吉(2005)。台灣學齡前兒童口語詞彙資料庫之發展(未出版之博士論文)。國立成功大學,台南。 林佳儒、張顯達、鍾玉梅(2013)。語音異常兒童的語音聽辨與聲韻覺識能力與不同治療方式的關係。台灣聽力語言學會雜誌,30,1-19。 林寶貴(1984)。我國四歲至十五歲兒童語言障礙出現率調查研究。國立臺灣教 育學院學報,9,119-158。 卓士傑(2008)。台灣學齡前三到六歲兒童構音/音韻發展(未出版之碩士論文)。國立臺北護理健康大學聽語障礙科學研究所,台北。 卓羽珊(2016)。伴隨語言發展異常與單純學前語音異常兒童之語音知覺表現(未出版之碩士論文)。國立台北護理健康大學,台北。 胡又仁(2007)。台灣幼稚園、國小一年級與二年級兒童語音覺識發展之研究(未出版之碩士論文)。國立台北教育大學心理與諮商學系碩士班,台北。 侯淑柔(2006)。幼兒英語學習經驗與中英文音韻覺識能力之研究(未出版之碩士論文)。台北市立教育大學兒童發展研究所,台北。 洪瑜璟(2012)。學齡前兒童舌根音化歷程的初探(未出版之碩士論文)。國立台北護理健康大學聽語障礙科學研究所,台北。 徐崇婷(2017)。學前語音異常兒童的非詞複誦表現之探討(未出版之碩士論文)。國立高雄師範大學特殊教育學系,高雄。 陳凱玫(2011)。兒童構音與音韻測驗編製之研究(未出版之碩士論文)。台北市立教育大學語言治療碩士學位學程,台北。 陳秀芳、林麗英(1994)。音韻歷程分析評量之臨床應用-語言與聽力障礙之評估。臺北市:心理出版社。 張妙鄉、鍾玉梅、謝佑珊(2002)。構音/音韻異常兒童錯誤類型分析。載於中華民國聽力語言學會主編,中華民國聽力語言學會91 年會手冊。 張維珊(2005)。二至六歲幼兒塞音化音韻歷程(未出版之碩士論文)。國立臺 北護理健康大學聽語障礙科學研究所碩士論文,台北。 張顯達、許碧勳(2000)。國語輔音聽辨與發音能力之發展研究。中華民國聽力語言學會雜誌,15,1-10。 梁秋雯(2015)。學前語音異常兒童之語音區辨及音節偵測作業的表現(未出版之碩士論文)。國立高雄師範大學特殊教育學系,高雄。 許天威、徐享良、席行惠(1992)。國語正音檢核表。彰化:國立彰化師範大學教育學院。 黃雲(2013)。強化聲學線索對治療兒童舌根音化歷程之成效(未出版之碩士論文)。國立臺北護理健康大學聽語障礙科學研究所,台北。 劉惠美、曹峰銘、張鑑如、徐儷玲(2013)。學前到學齡兒童的語音區辨能力發展及其與詞彙理解的關係。教育心理學報,45(2),221-240。 鄭靜宜(2011a)。學前兒童華語聲母之音韻歷程分析。特殊教育學報,34,135-169。 鄭靜宜(2011b)。語音聲學:說話聲音的科學。台北:心理。 鄭靜宜(2016a)。語音異常兒童的語音區辨及聲學調整對其聽知覺的影響。特殊教育研究學刊,41(3),35-66。 鄭靜宜(2016b)。學前兒童構音評估工具的發展。高雄師大學報,40,59-83。 鄭靜宜(2017)。華語學前兒童語音的習得。華語文教學研究,14(3),109-136。 鄭靜宜(2017)。影響語音異常兒童非詞複誦表現因素之探討。特殊教育學報,46, 55-84。 鄭靜宜(2018)。華語兒童構音與音韻測驗。台北:心理出版社。 錡寶香(2009)。兒童語言與溝通發展。台北:心理。 蔡宜霖(2008)。舌根音化音韻異常兒童介入之語音類化分析(未出版之碩士論文)。國立臺北護理健康大學聽語障礙科學研究所,台北。 謝佑姍(2007)。構音/音韻障礙兒童在非詞複述能力之探討(未出版之碩士論文)。國立臺北護理健康大學聽語障礙科學研究所,台北。 蕭育倫(2007)。學前兒童音韻能力的評量及詞彙材料相關因素探討(未出版之碩士論文)。國立高雄師範大學特殊教育學系,高雄。 韓紹禮、陳彥琪、顏孝羽、塗雅雯、魏聰祐(2010)。學齡前兒童音韻異常分析。台灣復健醫學雜誌,38(3),159-168。 顏禎慧(2007)。構音/音韻障礙學童聲韻覺識的表現與其小學一年級注音符號拼音能力之探討(未出版之碩士論文)。國立臺北護理健康大學聽語障礙科學研究所,台北。
二、英文文獻 American Speech Language Hearing Association. (2016). Speech Sound Disorders: Articulation and Phonological Processes. American Speech Language Hearing Association. Retrieved March 7, 2016, from http://www.asha.org/public/speech/disorders/SpeechSoundDisorders.htm 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. Association, A. P. (2013). Diagnostic and Statistical Manual of Mental Disorders. (5th Edition). Washington: DC. Bankson, N., & Bernthal, J. (1990). Bankson-Berthal Test of Phonology. Chicago: Riverside Press. Bernthal, J. E., Bankson, N. W., & Flipsen, P. (2013). Articulation and Phonological Disorders. (7th ed.). MS: Boston. Allyn and Bacon. . Bird, J., & Bishop, D. (1992). Perception and awareness of phonemes in phonologically impaired children. European Journal of Disorders of Communication, 27(4), 289-311. Bird, J., Bishop, D. V., & Freeman, N. H. (1995). Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research, 38(2), 446-462. Bowen, C. (2015). Children's speech sound disorders. (2nd ed.). Oxford: Wiley- Blackwell. Broomfield, J., & Dodd, B. (2004). Children with speech and language disability: caseload characteristics. International Journal of Language Communication Disorder, 39(3), 303-324. Cabbage, K. L., Farquharson, K., & Hogan, T. P. (2015). Speech Perception and Working Memory in Children with Residual Speech Errors: A Case Study Analysis. Seminars in Speech and Language, 36(4), 234-246. Campbell, T. F., Dollaghan, C. A., Rockette, H. E., Paradise, J. L., Feldman, H. M., Shriberg, L. D., & Kurs-Lasky, M. (2003). Risk factors for speech delay of unknown origin in 3-year-old children. Child Development, 74, 346-357. Campbell, T. F., Dollaghan, C. A., Rockette, H. E., Paradise, J. L., Feldman, H. M., Shriberg, L. D., . . . Kurs-Lasky, M. (2003). Risk factors for speech delay of unknown origin in 3-year-old children. Child Development, 74(2), 346-357. Carroll, J. M., & Snowling, M. J. (2004). Language and phonological skills in children at high risk of reading difficulties. Journal of Child Psychological Psychiatry, 45(3), 631-640. Catts, H. W. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36(5), 948-958. Diehl, R. L., Lotto, A. J., & Holt, L. L. (2004). Speech perception. Annual Review of Psychology, 55, 149-179. Dodd, B. (1995a). The differential diagnosis and treatment of children with speech disorders. San Diego, CA: Singular. Dodd, B. ( 1995b). Differential diagnosis and treatment of children with speech disorder. London: Whurr. Dodd, B., A. Holm, S. Crosbie, and P. McCormack. (2005). Differential diagnosis of phonological disorders. In B. Dodd(Ed.), Differential Diagnosis and Treatment of Children with Speech Disorder(2nd ed., pp. 44-70). London, UK: Whurr Publishers. Dodd, B., & Gillon, G. (2001). Re: Phonological awareness therapy and articulatory training approaches. International Journal of Language & Communication Disorders, 36(2), 265-269, author reply 271-266. Dodd, B., Z. Hua, S. Crosbie, A. Holm, and A. Ozanne. Diagnostic Evaluation of Articulation and Phonology (DEAP). San Antonio, TX: Harcourt Assessment. Dworkin, J. P. (1980). Characteristics of frontal lispers clustered according to severity. The Journal of Speech and Hearing Disorders, 45(1), 37-44. Edwards, M. L. (1992). In support of phonological processes. Language, Speech, and Hearing Services in Schools, 23, 233-240. Elbro, C., Borstrom, I., & Peterson, D. K. (1998). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33(1), 36-60. Fadiga, L., Craighero, L., Buccino, G., & Rizzolatti, G. (2002). Speech listening specifically modulates the excitability of tongue muscles: a TMS study. European Journal of Neuroscience, 15(2), 399-402. Fadiga, L., Fogassi, L., Pavesi, G., & Rizzolatti, G. (1995). Motor facilitation during action observation: a magnetic stimulation study. Journal of Neurophysiology, 73, 2608-2611. Frost, S. J., Landi, N., Mencl, W. E., Sandak, R., Fulbright, R. K., Tejada, E. T., . . . Pugh, K. R. (2009). Phonological awareness predicts activation patterns for print and speech. Annals of Dyslexia, 59(1), 78-97. Frumkin, B., & Rapin, I. (1980). Perception of vowels and consonant-vowels of varying duration in language impaired children. Neuropsychologia, 18(4-5), 443-454. Gósy, M., & Horváth, V. (2015). Speech processing in children with functional articulation disorders. Clinical Linguistics & Phonetics, 29(3), 185-200. Gallese, V., Fadiga, L., Fogassi, L., & Rizzolatti, G. (1996). Action recognition in the premotor cortex. Brain, 119 (2), 593-609. Goldman, R., & Fristoe, M. (2000). Goldman Fristoe Test of Articulation—Second Edition. Circle Pines, MN: AGS. Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., & Scott, S. K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proc Natl Acad Sci USA, 99(16), 10911-10916. Guenther, F. H., Hampson, M., & Johnson, D. (1998). A theoretical investigation of reference frames for the planning of speech movements. Psychological Review, 105(4), 611-633. Hazan, V., & Barrett, S. (2000). The development of phonemic categorization in children aged 6-12. Journal of Phonetics, 28, 377-396. Hill, P. R., Hogben, J. H., & Bishop, D. M. V. (2005). Auditory frequency discrimination in children with specific language impairment: a longitudinal study. Journal of Speech, Language, and Hearing Research, 48, 1136-1146. Hodson, B. W., & Paden, E. P. (1981). Phonological processes which characterize unintelligible and intelligible speech in early childhood. Journal of Speech and Hearing Disorders, 46(4), 369-373. Hoffman, P. R., Daniloff, R. G., Bengoa, D., & Schuckers, G. H. (1985). Misarticulating and normally articulating children's identification and discrimination of synthetic [r] and [w]. Journal of Speech and Hearing Disorders, 50(1), 46-53. 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. Hua, Z., & Dodd, B. (2000). The phonological acquisition of Putonghua (Modern Standard Chinese). Journal of Child Language, 27(1), 3-42. Ingram, D. (1976). Phonological disability in children. New York, NY: Elsevier. Jusczyk, P. W., & Derrah, C. (1987). Representation of speech sounds by young infants. Developmental Psychology, 23(5), 648-654. Kraljic, T., Brennan, S. E., & Samuel, A. G. (2008). Accommodating variation: dialects, idiolects, and speech processing. Cognition, 107(1), 54-81. Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (2000). Prevalence and natural history of primary speech and language delay: findings from a systematic review of the literature. International Journal of Language & Communication Disorders, 35(2), 165-188. Leitao, S., & Fletcher, J. (2004). Literacy outcomes for students with speech impairment: long-term follow-up. International Journal of Language & Communication Disorders, 39(2), 245-256. Leitao, S., Fletcher, J., & Hogben, J. (2000). Speech impairment and literacy difficulties: Underlying links. The Australian Educational and Developmental Psychologist, 17, 63-75. Leitao, S., Hogben, J., & Fletcher, J. (1997). Phonological processing skills in speech and language impaired children. European Journal of Disorders of Communication, 32(2 Spec No), 91-111. Leonard, L. B. (1985). Unusual and subtle phonological behavior in the speech of phonologically disordered children. Journal of Speech and Hearing Disorders, 50(1), 4-13. Levelt, W. J., Roelofs, A., & Meyer, A. S. (1999). A theory of lexical access in speech production. Journal of Behavioral and Brain Science, 22(1), 1-38; discussion 38-75. 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(4), 819-831. Lewis, B. A., Freebairn, L. A., Hansen, A. J., Stein, C. M., Shriberg, L. D., Iyengar, S. K., & Gerry Taylor, H. (2006). Dimensions of early speech sound disorders: A factor analytic study. Journal of Communication Disorders, 39(2), 139-157. Liberman, A. M., Cooper, F. S., Shankweiler, D. P., & Studdert-Kennedy, M. (1967). Perception of the speech code. Psychological Review, 74(6), 431-461. Liberman, A. M., & Mattingly, I. G. (1985). The motor theory of speech perception revised. Cognition, 21(1), 1-36. Limbrick, N., McCormack, J., & 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. Macrae, T., & Tyler, A. A. (2014). Speech abilities in preschool children with speech sound disorder with and without co-occurring language impairment. Language, Speech, and Hearing Services in Schools, 45(4), 302-313. Mann, V. A., & Foy, J. G. (2007). Speech development patterns and phonological awareness in preschool children. Annal Dyslexia, 57(1), 51-74. Mayo, C., Scobbie, J. M., Hewlett, N., & Waters, D. (2003). The influence of phonemic awareness development on acoustic cue weighting strategies in children's speech perception. Journal of Speech, Language, and Hearing Research, 46(5), 1184-1196. McReynolds, L. V., Kohn, J., & Williams, G. C. (1975). Articulatory-defective children's discrimination of their production errors. The Journal of Speech and Hearing Disorders, 40(3), 327-338. Mitterer, H., & Ernestus, M. (2008). The link between speech perception and production is phonological and abstract: evidence from the shadowing task. Cognition, 109(1), 168-173. Moore, D. R., Ferguson, M. A., Halliday, L. F., & Riley, A. (2008). Frequency discrimination in children: perception, learning and attention. Hearing Research, 238(1-2), 147-154. Nathan, L., Stackhouse, J., & Goulandris, N. (1998). Speech processing abilities in children with speech vs speech and language difficulties. International Journal of Language and Communication Disord, 33, 457-462. 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. Nickisch, A., & Massinger, C. (2009). Auditory processing in children with specific language impairments: are there deficits in frequency discrimination, temporal auditory processing or general auditory processing? Folia Phoniatrica et Logopaedica, 61(6), 323-328. Nijland, L. (2009). Speech perception in children with speech output disorders. Clinical Linguistics & Phonetics, 23(3), 222-239. Nittrouer, S., & Burton, L. T. (2005). The role of early language experience in the development of speech perception and phonological processing abilities: evidence from 5-year-olds with histories of otitis media with effusion and low socioeconomic status. Journal of Communication Disorder, 38(1), 29-63. Nittrouer, S., Manning, C., & Meyer, G. (1993). The perceptual weighting of acoustic cues changes with linguistic experience. Journal of the Acoustical Society of America, 94, 1865. Nittrouer, S., & Miller, M. E. (1997). Predicting developmental shifts in perceptual weighting schemes. The Journal of the Acoustical Society of America, 101(4), 2253-2266. Nittrouer, S., & Studdert-Kennedy, M. (1987). The role of coarticulatory effects in the perception of fricatives by children and adults. Journal of Speech and Hearing Research, 30(3), 319-329. Peterson, R. L., Pennington, B. F., Shriberg, L. D., & Boada, R. (2009). What influences literacy outcome in children with speech sound disorder? Journal of Speech, Language, and Hearing Research, 52, 1175-1188. Preston, J., & Edwards, M. L. (2010). Phonological awareness and types of sound errors in preschoolers with speech sound disorders. Journal of Speech, Language, and Hearing Research, 53(1), 44-60. Preston, J. L., Felsenfeld, S., Frost, S. J., Mencl, W. E., Fulbright, R. K., Grigorenko, E. L., . . . Pugh, K. R. (2012). Functional brain activation differences in school-age children with speech sound errors: speech and print processing. Journal of Speech, Language, and Hearing Research, 55(4), 1068-1082. Preston, J. L., Hull, M., & Edwards, M. L. (2013). Preschool speech error patterns predict articulation and phonological awareness outcomes in children with histories of speech sound disorders. American Journal of Speech-Language Pathology, 22(2), 173-184. Raitano, N. A., Pennington, B. F., Tunick, R. A., Boada, R., & Shriberg, L. D. (2004). Preliteracy skills of subgroups of children with speech sound disorders. Journal of Child Psychology and Psychiatry, 45(4), 821-835. Rizzolatti, G., & Sinigaglia, C. (2008). Further reflections on how we interpret the actions of others. Nature, 455(7213), 589. 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(2), 236-242. Rvachew, S., Chiang, P.-Y., & Evans, N. (2007). Characteristics of speech errors produced by children with and without delayed phonological awareness skills. Language, Speech, and Hearing Services in Schools, 38, 60-71. Rvachew, S., & Grawburg, M. (2006). Correlates of phonological awareness in preschoolers with speech sound disorders. Journal of Speech, Language, and Hearing Research, 49(1), 74-87. Rvachew, S., & Jamieson, D. G. (1989). Perception of voiceless fricatives by children with a functional articulation disorder. The Journal of Speech and Hearing Disorders, 54(2), 193-208. 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(3), 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(4), 463-471. Schuele, C. M., & Boudreau, D. (2008). Phonological awareness intervention: beyond the basics. Language, Speech, and Hearing Services in Schools, 39(1), 3-20. Se´ne´chal, M., Ouellette, G., & Young, L. (2004). Testing the concurrent and predictive relations among articulation accuracy, speech perception, and phoneme awareness. Journal of Experimental Child Psychology, 89(3), 242-269. Shelton, R. L., Johnson, A. F., Ruscello, D. M., & Arndt, W. B. (1978). Assessment of parent-administered listening training for preschool children with articulation deficits. The Journal of Speech and Hearing Disorders, 43(2), 242-254. Shriberg, L. D. (1982). Toward classification of developmental phonological disorders. In N. J. Lass(Ed.) Speech and language: Advances in Basic Research and Practice (Vol 8, pp. 1-18). Philadelpephia, PA: Saunders. Shriberg, L. D. (1994). Five subtypes of developmental phonological disorders. Clinics in Communication Disorders, 4(1), 38-53. 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., Lewis, B. A., Tomblin, J. B., McSweeny, J. L., Karlsson, H. B., & Scheer, A. R. (2005). Toward diagnostic and phenotype markers for genetically transmitted speech delay. Journal of Speech, Language, and Hearing Research, 48(4), 834-852. Shriberg, L. D., M. Fourakis, S. D. Hall, H. B. Karlsson, H. L. Lohmeier, J. L. McSweeny, N. L. Potter, A. R. Scheer-Cohen, E. A. Strand, C. M. Tilkens, and D. Wilson. (1982). Extensions to the speech disorders classification system (SDCS). Clinical Linguistics and Phonetics, 24, 795-824. 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, Language, and Hearing Research, 42, 1461-1481. Sices, L., Taylor, H. G., Freebairn, L., Hansen, A., & Lewis, B. (2007). Relationship between speech-sound disorders and early literacy skills in preschool-age children: impact of comorbid language impairment. Journal of Developmental & Behavioral Pediatrics, 28(6), 438-447. Siok, W. T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthorgraphic skills in chinese reading acquisition. Developmental Psychology, 37(6), 886-899. Stackhouse, J., & Wells, B. (1997). Children’s speech and literacy difficulties: A psycholinguistic framework. London: Whurr. Stackhouse, J., Wells, B., Pascoe, M., & Rees, R. (2005). From phonological therapy to phonological awareness. Seminars in Speech and Language, 23(1), 27-42. Stampe, D. (1969). The acquisition of phonetic representation. Paper presented at the fifth Regional Meeting of the Chicago Linguistic Society, Chicago, IL. Stark, R. E., & Heinz, J. M. (1996). Perception of stop consonants in children with expressive and receptive-expressive language impairments. Journal of Speech and Hearing Research, 39(4), 676-686. Stark, R. E., & Tallal, P. (1979). Analysis of stop consonant production errors in developmentally dysphasic children. The Journal of the Acoustical Society of America, 66(6), 1703-1712. Stinchfield, S. M. (1927). Some relationships between speech defects, musical disability, scholastic attainment and maladjustment. Quarterly Journal of Speech.13(3), 268-275. Sussman, J. E. (1993). Perception of formant transition cues to place of articulation in children with language impairments. Journal of Speech and Hearing Research, 36(6), 1286-1299. Tallal, P., & Piercy, M. (1973). Developmental aphasia: impaired rate of non-verbal processing as a function of sensory modality. Neuropsychologia, 11(4), 389-398. Tallal, P., & Piercy, M. (1974). Developmental aphasia: rate of auditory processing and selective impairment of consonant perception. Neuropsychologia, 12(1), 83-93. Tallal, P., & Piercy, M. (1975). Developmental aphasia: the perception of brief vowels and extended stop consonants. Neuropsychologia, 13(1), 69-74. Tallal, P., & Stark, R. E. (1981). Speech acoustic-cue discrimination abilities of normally developing and language-impaired children. The Journal of the Acoustical Society of America, 69(2), 568-574. Thyer, N., & Dodd, B. (1996). Auditory processing and phonologic disorder. Audiology, 35(1), 37-44. Travis, L. E., & Davis, M. G. (1926). The relation between faulty speech and lack of certain musical talents. Psychological Monographs, 36(2), 71-81. Tunick, R. A., & Pennington, B. F. (2002). The etiological relationship between reading disability and phonological disorder. Annals of Dyslexia, 52, 75-97. Tyler, A. A. (2011). Speech sound disorders in children: exploring subgroups. Topics in Language Disorders, 31, 93-95. Vance, M., J. Stackhouse, and B. Wells. Speech production skills in children aged 3-7 years. International Journal of Language and Communication Disorders, 40, 29-48. Waring, R., Eadie, P., Rickard Liow, S., & Dodd, B. (2017). The phonological memory profile of preschool children who make atypical speech sound errors. Clinical Linguistics & Phonetics, 1-18. Zhu, H., & Dodd, B. (2006). Phonological development and disorders: A multilingual perspective. . Clevedon: Multilingual Matters.
|