|
Research article summary:
Models of phonology in the education of speech-language pathologists.
Abstract Extract:
We discuss developments in theoretical phonology and, in particular, at the divide between theories aiming to be adequate accounts of the data, as opposed to those claiming psycholinguistic validity. It would seem that the latter might have greater ... (Full abstract text below) Published 2003 Jun-Aug
in Journal: Clin Linguist Phon
(Language : eng)
Full Pubmed Extract
This information was retrieved, real-time, on your behalf from the public area of the Pubmed website:
1. Clin Linguist Phon.
2003 Jun-Aug;17(4-5):403-9
Models of phonology in the education of speech-language pathologists.
Nelson R, Ball MJ
University of Louisiana at Lafayette, LA 70504-3170, USA.
We discuss developments in theoretical phonology and, in particular, at the divide between theories aiming to be adequate accounts of the data, as opposed to those claiming psycholinguistic validity. It would seem that the latter might have greater utility for thye speech-language pathologist. However, we need to know the dominant models of clinical phonology, in both clinical education and practise, before we can promote other theoretical approaches. This article describes preliminary results from a questionnaire designed to discover what models of phonology are taught in institutions training speech-language pathologists in the United States. Results support anecdotal evidence that only a limited number of approaches (phonemic, distinctive features, and processes) are taught in many instances. They also demonstrate that some correspondents were unable to distinguish aspects of theoretical phonology from similar sounding (but radically different) models of intervention. This ties in with the results showing that some instructors of phonology courses have little or no background in the subject.
PMID : 12945616 [PubMed - Indexed for MEDLINE]
This information is obtained from the National Library of Medicine (NLM). Abstract text and other information may be subject to copyright. Type "NLM copyright" into Google for more information.
Full Author Information
| First Name | LastName | Initials |
| Ryan | Nelson | R |
| Martin J | Ball | MJ |
Affiliation: University of Louisiana at Lafayette, LA 70504-3170, USA.
3rd Party provider links
Click the links below to go to related 3rd party information:
MESH categories and related page links
This article was linked to the MESH categories shown on the left below. The links on the right are related Memletics pages.
Category links from this article: | | Related Memletics topics: |
Links for this articleFor links to places where you can get the full text of this article see links. Note there may be a subscription or fee required for access to the full text. New! Using similar technology to this site, we have launched find-health-articles.com, targeting over 1 million health research article abstracts. Related ArticlesHere are some articles related to this one (by title keywords): Keywords in this article:accounts, adequate, aiming, anecdotal, approaches, article, aspects, background, claiming, clinical, correspondents, courses, data, demonstrate, describes, designed, developments, different, discover, discuss, distinctive, distinguish, divide, dominant, education, evidence, features, greater, instances, institutions, instructors, intervention, know, language, latter, limited, little, many, models, need, number, only, opposed, other, particular, pathologist, pathologists, phonemic, phonology, practise, preliminary, processes, promote, psycholinguistic, questionnaire, radically, results, showing, similar, sounding, speech, states, support, taught, theoretical, theories, thye, ties, training, unable, united, utility, validity
|
