11. New School Phonology: Poor Theory for Practice

School speech therapists or speech-language pathologists have all but ignored phonological theory as a gateway to integrated practice yielding countless advantages for everyday success and acceptance.  By sticking with phonetics and articulation drill and practice, the power of “higher level” theory has escaped them.  They stick with the old traditions out of convenience, habit and social acceptability.

Here are some power indicators!

1. Using the methods of phonology to treat all phonetic disorders (articulation, auditory processing, syntax construction, phonological awareness, apraxia, speech sound  defects) within a single theory framework.

2. Using phonology to establish a valid linguistic basis for literacy intervention.

3. Using phonology to establish treatment links with language acquisition and use.

4. Using phonology to engage in collaboration with teachers and related services personnel promoting generalization across learning contexts.

5. Using phonology to maximize generalization of learning associated with cognitive-linguistic processing.

6. Reducing side effects of articulation therapy motor treatment demands including effects on fluency of speech and linguistic context generalizations.

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