7. New School Phonology: Generalization

Here we introduce the topic of New School Phonology.  It builds on a hybrid model of school assessment.  Traditional clinical articulation derives from medical and phonetic principles.  Modern clinical phonology derives from cognitive-linguistic theory.  We argue the latter model is valid and practical for educational settings, providing a theory base for broader understandings of assessment and intervention.  The model was established in 1976, with the work of Professor David Ingram.

The broader view includes literacy intervention because it too is related to cognitive-linguistic processing as a branch of phonological theory.  It also supports the proper interpretation of language and learning disabilities, showing us links between “articulation” and learning problems.

The cognitive-linguistic model supports the important feature of generalization of learning.  Training a child in basic phonology generalizes to reading, and generalization from reading to speech is likely.

The framework overall promotes the consideration of collaborative programming such as Response To Intervention.

The clinical articulation model is useful as far as it goes but it does not go far enough to manage cognitive-linguistic disorders as the SLP role changes in America’s schools. 

The articulation approach in schools is clearly out-of-date.

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