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REPORTAE\SUMES TE 000 027 ED 011 476 40 CHILDREN WHO TRAINING SPEECH SOUNDDISCRIMINATION IN MACHINE MISARTICULATE - -ADEMONSTRATION OF THEUSE OF TEACHING TECHNIQUES IN SPEECHCORRECTION. FINALREPORT. BY... HOLLAND, AUDREYL. PITTSBURGH UNIV., PA. PUB DATE MAR 67 REPORT NUMBER HCY-5007 REPORT NUMBER BR...'5-.0976 GRANT OEG...5,..09764...113 EDRS PRICE Mi"40,75 HC -$5.20 128P. DISCRIMINATION, DESCRIPTORS- *ARTICULATION(SPEECH), *AUDITORY *SPEECH *AUDITORY TRAINING,*PROGRAMED INSTRUCTION, CLINICS, HANDICAPS, AUDIOLINGUALMETHODS, CHILDREN, PROJECTS, CONSONANTS, ENUNCIATIONIMPROVEMENT, RESEARCH INSTRUCTION, SPEECH SPEECH, SPEECHIMPROVEMENT, SPEECH MACHINES, UNIV. OF PATHOLOGY, SPEECHTHERAPY, TEACHING PITTSBURGH -YEAR THIS REPORT DISCUSSESTHE RESULTS OF A TWO DEMONSTRATION PROJECT INWHICH SCHOOL AGECHILDREN WITH RECEIVED AUDITORY FUNCTIONAL ARTICULATIONDISORDERS ROUTINELY INSTRUCTION IN AN ACTUAL DISCRIMINATION TRAININGBY PROGRAMED PROGRAMS FOR THE CLINICAL SETTING,AUDITORY DISCRIMINATION CONSONANTS WERE TEN MOST FREQUENTLYMISARTICULATED ENGLISH APPROPRIATE PORTION OF WRITTEN, EVALUATED ANDUSED WITH THE TEST SCORES ON THE CLINIC POPULATION.PRE- AND POST-PROGRAM DISCRIMINATION, MEASURES OF ARTICULATION,GENERAL AUDITORY RELATED TO PROGRAMCONTENT AND DISCRIMINATIONOF THE SOUNDS THE PROGRAMS, THE WERE GATHERED. THISREPORT DESCRIBES PROGRAM INSTRUMENTATION.DEVELOPED FORENTIRELY AUTOMATED TEST SCORES. THE PRESENTATION, ANDCHANGES IN POST - PROGRAM INSTRUCTION WITHIN AMORE EFFECTS OF ROUTINEUSE OF PROGRAMED CONSIDERED. (AUTHOR) CONVENTIONAL CLINICALSETTING IS ALSO -

1E57%-.5--(W-1to .4--tesigt

FINAL REPORT Project No. 5007 Grant No. 5-0976-4-11-3

TRAINING. SPEECH SOUND DISCRIMINATION IN CHILDREN WHO MISARTICULATE: A DEMONSTRATION OF THE USE OF TEACHING MACHINE TECHNIQUES IN SPEECHCORRECTION

March 1967

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Office of Education aureau of Research U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION

FROM THE THIS DOCUMENT HAS BEENREPRODUCED EXACTLY AS RECEIVED POINTS OF VIEW OR OPINIONS PERSON OR ORGANIZATION ORIGINATINGIT. EDUCATION STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF

POSITION OR POLICY.

TRAINING SPEECH SOUNDDISCRIMINATION IN CHILDREN THE USE WHO MISARTICULATE: A DEMONSTRATION OF OF TEACHING MACHINETECHNIQUES IN SPEECHCORRECTION

Project No. 5007 Grant No.5-0976-4-11-3

Audrey L. Holland

March 1967

pursuant to a The research reportedherein was performed Department of grant with the Officeof Education, U. S. Health, Education,and Welfare. Contractors undertaking encouraged such projects underGovernment sponsorship are judgment in the to express freelytheir professional conduct of the project. Points of view oropinions stated official Office do not, therefore,necessarily represent of Education position orpolicy.

University of Pittsburgh

Pittsburgh, Pennsylvania

TE.000tog-7

"PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED

TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIE SYSTEM REQUIRES PERMISSION OF THE MYRIGHT OWNER." TABLE OF CONTENTS

Page

I. INTRODUCTION 1

II. METHODS 4

A. Development of the Programs 4 B. The Teaching Machine 12 C. Setting up the Teaching Room and Evaluating its Practicality 13 D. The Experimental Procedure 18

III. RESULTS 21

A. Cross-Program Comparison of Pre and Post Program Performances 21

IV. DISCUSSION 29

A. Discrimination of Specific Defective Consonants 29 B. General Discrimination Skill 30 C. Specific Articulation 32 D. General Articulation 33 E. Program Performance 34

V. CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS 38

VI. SUMMARY 39

REFERENCES 40

APPENDIX A

APPENDIX B I. INTRODUCTION

The application ofbehavioral technology to theteaching of subject matters and basicskills is currently the subjectof much experimentation. The use of the teachingmachine, programmed textbooks and automatedinstruction methods in general isbecoming an accepted andrespected educational reality. There is, moreover a body of researchsuggesting that applicationsof these techniques extend beyond teachingof subject matters, and haverele- vance to a number of morespecialized educational problems as well. (5, 8, 11, 19, 20) One of the most pertinent of these is the extension of the conceptsof programmed instructioninto the practice of speech pathology.(2,3, 4, 6, 7,15,16) The advantages of programmed instruction andteaching machine techniques for 'the speech clinician are the sameadvantages which pertain to automated teaching in general; thatis, the effectiveness and efficiency of the educational processis increased. Not only can training be accelerated but thespeech clinician in the process is freed from some of the moreroutine aspects of correcting devient speech, and can devote thetime saved to the more exacting and individualized aspectsof speech problems. This advantage is particularly pertinent for thepublic school speech correctionist, whose large case loads oftenallow for only the most cursory therapy. There is also another advantageto programming and programmed techniques, however. Development of a program in a clinical area requires that the programmersystematically explore the behavior to be trained; the processof writing an adequate program often generatesclearer and more explicitinformation as to the nature of the training process per se.

Programmed instruction techniques seemto have particularly great potential to the clinicalmanagement of problems of articulation. In part, this is because ofthe preponderance of disorders of functional articulationin the case loads of public school speech correctionists. Thus, techniques which can increase the efficiency of the training procedure aremost needed there. The major reason, however, isbecause one of the major avenues of remedlation, that of speech-sounddiscrimination training, appears to be uniquely "programmable."Auditory discrimination training is a conventional phase in clinicalwork with persons who misarticulate the sounds of a language. Such training is based on the rationale that while no generalizeddeficit in auditory discrimination seems to exist for these persons,specific discrimination difficulties related to themisarticulated sound are likely to be present. (23) Further, sound production learning seems to be effectivelyfacilitated by sound discrimination training. ( 6) Traditional techniques for teaching discrimination for deficient speech sounds involve gamesand exercises devised to expose the child to progressively moreand more subtle speech sound discriminations.The child's behavior consists of listening carefully to the discriminationitems, and making

1 judgments about what he hears, Such judgments are amenable to instrumentation that requires a responseto each item before moving on and can providereinforcement for correct responses. The listening task itself canbe developed into a series of items that fulfill the behavioralrequirements of good teaching machine programs; they can be designedto incorporate gradual progression and fading, and include a wide rangeof speech-sound examples. Indeed, Powers has outlined a method fortraining speech-sound discrimination, which usesthe basic principles of good programming in its insistence uponmoving from gross to finer and finer discriminations, suggestingtasks which require the student to respond, and giving thechild feedback as to the appropriateness of his response. (13)

The project described here grew out ofthe investigator's doctoral dissertation. An automated teaching technique was developed for teaching discrimination of the/s/ phoneme to children who misarticulated that sound. This technique was modeled upon Powers' format. The experimental evaluation of the technique, and subsequent follow-up procedures(1), indicated that the technique was feasible, that it waseffective in handling this phase of articulation correction, andgenerally was more efficient than traditional methods. The dissertation, however, was more concerned withevaluating general applicability of programmed instruction to the problem oftraining speech-sound discrimination than with exploring its practicalusefulness to speech correctionists. For example, a program was developed for use with only one defective phoneme,rather than a battery of programs for use with a number of defectivephonemes. Further, the program presentation was only partiallyautomated.And finally, children currently enrolled in speechclinics were excluded from the study rather than integrated intoit from actual clinical case loads.

It was the aim of the project describedhere to explore the practical feasibility of teaching auditorydiscrimination skill to children who misarticulate using programmedtechniques based on the research described above.Specifically, the objectives of the project were to:

1. Develop a series of automated instructional programs, each designed for use with a different phoneme.

2. Develop fully automated equipment for administering these programs.

3. Set up a laboratory-clinic room with two teaching machine units with which to use these programs.

4. Use the automated instructional setting routinely in an active speech clinic situation in order to evaluate thepractical aspects of such automation.

2 5. Gather data regarding therole of programmed auditory discrimination training incorrecting misarticulation.

The subsequent sections ofthis report will describe the steps taken to fulfill theseobjectives.

3 0.*

II. METHODS

The methods which were employed varied as a function of the objective they were intended to realize. The methods by which each were studied will, therefore, be discussed separately.

A. Development of the Programs

Teaching machine programs were developed for the consonant sounds /s/, /z/0 /r/, /1 /, /k/, /g/, /G/0 and V. These consonants were chosen because, according to most surveys, they encompass the most frequently misarticulated sounds of English. The model upon which these programs are based was the prototypical /s/ program mentioned above. This program followed Powers' outline for improving discrimination skills. The prototypical program required the child to learn a series of finer and finer auditory discrim_lations; first, discriminating the sound free from phonetic contexts from other isolated speech sounds; second, discriminating the presence of the sound in one of a pair of words; third, discriminating where a sound occurs in a simple word; and fourth, discriminating correct from incorrect sound production.

The specific tasks encompassed are summarized below:

A. Discrimination in isolation B. Discrimination between two words 1. Which word begins with the sound? 2. Which word ends with the sound? 3. Which word has the sound in the middle? C. Discrimination within a single word 1. How many instances of a given sound occur in a particular word? 2. Where in a word does the sound occur? D. Discrimination of correct from incorrect sound production 1. One word articulated twice (once correctly and once incorrectly) which was correct?

All ten programs were recorded on a Tandberg tape recorder which had response compatibility with the tape recorders used in it the teaching machine. Each was recorded in a soundproof room, and both male and female speakers were used. Each program has approximately 600 items. The appropriate directions for each it program were recorded on the program tape. A male speaker recorded these directions.

The first step in the writing of the speech-sound discrimination program involved determination of which consonants should be compared with the training sound and in what order the chosen phonemes are to be paired with the training sound. This determination was made objectivelyby referral to Halle and Jakobson's work on distinctivefeatures of phonemes. (10) Consonant sounds which shared nofeatures were discarded; total number of distinctive featureswithin this constraint determined fJ the similarity of a given soundto the programmed sound, with highest number of shared featuresbeing its closest match. In general, this constituted our guidelinefor the selection and order of the "wrong" sounds to beincorporated within each program. In some instances, however,practical problems over- rode such neatness in the order of"wrong" sound items. For example, the closest sound to mostsounds programmed here was its voiced and voiceless correlative. The criterion items for, say the/s/ program's discriminations in the initial position thus should be /z/. However, items involving initial /z-s/ discriminations are extremely limited, and in mostinstances, the concept of minimal word pairs cannot beused. Further, a typical /s/ error involves a /9/ approximation. Thus, criterion items in this case involved/s-9/ discriminations.

The determination of words to use was madeby referral to the Thorndike-Lorge lists. (23) Words which did not appear in the first 3,000 were eliminated unless it wasclear that children would be familiar with them(such as "television") or unless the unfamiliar word was mandatory for teaching a particulardiscrim- ination because no more familiar word possessedsimilar properties. (In effect, these unfamiliar words can be viewed as the"nonsense words" of the programs.Practice with such words is not anti- thetical to good discriminationtraining.)

Another general considdration regarding constructionof the programs involved presentation format. For example, it is feasible to design a task for training discriminationof initial consonants in which the subject hasmerely to judge if a given word began with, say,/1/; he could have been instructed to push one button if the word did so, and another if itdid not, and items could have been efficiently programmed. However, wherever it was possible, pairs of words were used instead. This decision ensured that every item(after the initial isolated phase) had at least one presentation of the well-articulated phoneme. Part of the practical function of discrimination training is that it alerts the child to the wide range ofphonetic contexts in which his error sound occurs. Using pairs of words is an efficient way to increase the child's opportunitiesfor hearing a large variety of words containing his sounds. It further ensures that within every item, he will hear at least one well-articulated example of his sound.

In order to clarify the programs' construction, a description is included for each program.All programs were essentially similar in both format and inclusion of programming principles. The variations among them are primarily a function of the use xauctexeinmw-vz-ir,aftraaairs,1100 imerZNIMItAIVEWillellies-NIMMEXCEsefttessagemiameetassoftwinesaram.

of a given phoneme in English. Therefore, following the first program description, all other programs will be described in terms of the constraints that English imposes upon the format.

1. The /s/ Program

Although the prototypical program involved /s/ discrimination, the evaluation and error analysis suggested some rather basic item revisions, shortening of some sections and lengthening of others, etc. Thus, rewriting of the /s/ program was undertaken.

a. Phase 1. Discrimination of from other isolated solthsounds. Recognizing a sound and differentiating it from other sounds when all are free of phonetic context requires only gross discrimination skill. To ensure that this discrimination was made immediately, the early presentations of /s/ were longer and louder than non is/ sounds. This was gradually faded until all sounds were of roughly equal loudness and length. The earliest discriminations involved /s/ and other speech sounds moderately dissimilar to /s/. As the program progressed, sounds which required finer discriminations were incorporated. Final items dealt with distortions of /s/.

For the items in this phase, the child pressed a blue button when he heard /s/. When he heard any other sound, he pushed a red button.1 Sounds were recorded so that there was a period of eight seconds between the presentation of one sound and the sound which followed it. Roughly half of the sounds were /s/ sounds; the other half were non-/s/ sounds. Whether a given item was to be an /s/ or a non-/s/ sound was determined by referral to a table of random numbers.

b. Phase 2.Discrimination between two words: Which word in a Riven Dairbegjaswiteend, has 737 in the middle? Discrimination of sounds at the beginning of qmrds is easier than discrimination of final sounds; discrimination of final sounds is easier than discrimination of sounds occurring

MaNIAMINNINIIII

1,A complete discription of the control apparatus and the response panel will be given in the second major portion of the methods section. However, it should be pointed out here that the subject faced a response panel on which were three large plastic discs, or buttons. The buttons were colored blue, red and yellow respectively, had large white numerals (1, 2 and 3)-- painted beneath them and were placed in a row on the response panel. Each of these features (position, color, and numeral) was used in controlling responses at some point in the program.

6 medially in words.This rule determined the order of discrimination tasks posed in thin phase of the program. A series of items requiring discrimination of /s/ at the beginning of words prem ceded a series of items requiring discrimination of /s/ in the final position.A series of items requiring discrimination of /8/ when it occurred medially in words constituted the terminal section of this phase. The child's task was to determine which of a pair of words began with (ended with, or had in the middle) the /s/ sound. He was instructed to push button number one if word number one began (etc.) with /eh and button number two if word number two began (etc.) with /s/.

For early items involving initial discriminations, the /s/ word was stressed. Such emphasis was gradually faded as the program progressed. This part of the program began with items in which the whole phonetic structure of the non-/s/ words was much different from the /9/ words, gradually progressed through items in which the non /s/ words rhymed with the /s/ words but began with sounds very different from /s/1 went on through items where the initial sound of the non - /s/ words was similar to /s/ but which differed in the remaining phonetic context, and finally included items where the non /s/ words rhymed with the /s/ words and in addition had initial consonants which were very similar to /e /.

For the items involving final discriminations, a progression similar to the above was used, differing only in that final, rather than initial sounds were under consideration. Late in this part of the task, incorrect words which had /s/ in other positions were used.This was to insure discrimination of final /s/, rather than just discrimination of /s/ somewhere in a word. For the items involving medial discriminations, the same general principles of emphasis and fading out were followed, and again, the incorrect word in each item gradually progressed toward greater and greater phonetic similarity to the paired /s/ word.

The time allowed for each item (from the beginning of one item to the beginning of the next) was eight seconds. This interval was constant for the remainder of the program, and was chosen because it allowed ample time for most children in the prototypical study.

c. Phase 3. Discrimination within one word. Two types of discrimination tasks are subsumed under this phase. The first of these, involving listening to a word and determining how many /s/ sounds there are in it, is viewed as a transitional task. The child had, for some time now, been attending to either initial, final or medial word-segments. The series requiring him to listen to and count the number of /s/ sounds within a word was included to insure that he would begin to listen to whole words.These items, then were designedto bridge the child's discriminationof parts of words and to prepare him for thesecond type of task in thisphase -- that of listening to a series of singlewords, all of which contained an/s/ sound, and determining whether the/s/ occurred initially, medially or finally.

For the transitionaltask, the child was instructedthat he would hear some words presented oneat a time. Some of these words contained one/s/ sound; some had two. He was to decide how many, and push the appropriatebutton. Gradual progression was again most important. Early items had one or two quite Obvious /s/ sounds. Close to the end, the itemsrequired that the child discriminate betweensounds that are similar to/s/ in order to count the correctnumber of /s/ sounds.

For the second task inthis phase, the child was askedto determine the position of/s/ within a word. The items in this task forced the child to listencarefully enough to respond to the position of the/s/ sound in each word. He had, by now, been trained in discriminatingthe /s/ sound in every position in words; but now he had torespond differentially to the position taken by/s/ in a given word. He pressed the first button for an initial/s/, the middle button for a medial/s /, and the end button for a final/s/. The earliest items had exaggerated /s/ sounds, were easily recognizable as to/s/ position, and furnished systematic practice forall three positions before the words were randomized as toposition. Gradually the changing of /s/ position in a similarword was presented; and lastly, final discriminations involvedwords which have within them, in addition to/s/ sounds, sounds similar to that phoneme.

d. Phase 4.Discrimination of correctly articulatedfrom misarticulated is/ sounds within words. Omission of the phoneme, seven substitutions andfour distortions of/s/ formed the basis for incorrect items in this phase. All were discriminable on the tape recorder. They were arranged from mostaudibly different (an omitted sound) to least audiblydifferent from /s/ (a mild, slightly frontal /s/distortion). Three initial /s/ words, three final /s/ words, three medial/8/ words, three /s/ blend words and two words containing two/s/ sounds were assigned to each error category.

For each item the childheard the same "word" twice, once correctly and once misarticulated. Pressing button number one was correct if word number one wascorrectly articulated, while pressing button number two wascorrect if the second word was correctly articulated.

Two types of gradual progression werebuilt into this phase. The first type was the gradual progressionfrom most obvious to

8 In addition)within each most subtle typeof misarticulation. discriminable itemsoccurred mis*rticuleted segment,the most two /e/ sounds)both misarticu- first, i.e.) thefirst word had each segment alsohad two/s/ sounds; lated.TEe final item in however, only oneof them wasmisarticulatedi

of the s ro:r 0 A major diffim e. Other considerations the sounds of a non. ordiscrimination o culty in programming This is is the intrusionof readingskill. phonetic language for use with newreaders, especially true inconstructing programs entranced with thevisual) rather thanauditory) who often seem child who canquickly words. For example, a representation of word, begins "sear," probably anunfamiliar reading say that does not. This just as quickly saythat "cereal" with /s/) will those words handled in two ways: One is to ignore problem can be to their phonic configurations thatdo not conform with visual directly, and early, The other is todeal with it properties. Because of thelarge such wordssystematically. and to include sounds like numberwords inwhich a soundlooks like "s" and /1/, or looks like"c" and /z/0 looks like sh andsounds like seemed mandatory. It is to sounds like/s /, the latter course manipulation appearsoften in the be noted thatsuch systematic /s/ program. prototype in somerather This programdiffers from its analysis made ofthe original straightforward ways. The error the basis foritem revision. In addition, program served as of these was changes were made. The most drastic some other while the transition that Phase 1 wasshortened considerably, in number ofitems. Further, task in Phase 3 wasalmost doubled male speaker. This the original programutilized only one program usedboth male andfemale voices.

2. The /z/ Program constraints which a. Constraints. The most important the format ofthe /z/ program isthe small English imposes on words number of wordsbeginning with/z/1 the large number of previously mentioned con- using /z/ in otherpositions, and the The programreflects fusion of 's' graphemeand /z/ phoneme. medial and finaldiscrimina- these constraints inits lengthened its use of medialand tion sections, itsshortened' initial one, and its systematicin- final discriminationsin other phases, corporation of/z/ words with "s" graphemes.

3. The In Program function of this phoneme Constraints.The semi-vowel a. feasibility of treatingIn posed one problem. It concerned the by so doing,without and AlY withequivalence. It was felt that more general program stressing theirfunctional differences, a

9 for this sound could be written. The error analysis suggested that for tasks not involving position withinwords, this was feasible. However, positionality for the/3'/ was extremely difficult and was eliminated. For example, "earth" as an item involving correct and misarticulated productions was tenable; asking where the sound occurs in that word was not.

The second problem involved the many dialectical variations of /r/ in American English. The program uses a General American /r/ as the standard. Further, dialectical variations were rigidly avoided in Phase 4. Since approximately half of the subjects who used the program were Bostonians and halflived in Pittsburgh, it is felt that these decisions were justified by the data

4. The /1/ Program

a. Constraints. This program, like /r /, used General American7737-iiiiiindard, and again, dialectical variations were not used as distortions.Here, as with /r/, the split region sample appears to justify this decision.

5. e/g/ Program

a. Constraints. The many uses to which the grapheme Hg" isput in English are systematically incorporated as wrong choices. For example, incorrect choices for items include t ough, thorough, cough) thought, gnome.

64, The /k/ Program

a. Constraints. Care was taken to insure that /k/ spelled "co" Hcki7175717gEd "x" was included as well as incorporation of such words as "knife" as incorrect choices.

7. The /J/ Program

a. Constraints. Again, orthographic confusion with 's' was of concern. In the case of the /f/ phoneme, the problem was not as likely to cause confusion as with some others, because the sound is consistently written as "sh." The "tion" and "eion" problem medially was included.

Cl The /f/ Program

a. Constraints. The /f/ phoneme, spelled as 'ph' and 'gill was stressed. The number of distortions in Phase 4 was reduced because of the difficulty of distorting this phoneme.Another problem was that /f/ is one of the sounds most likely to pose

10 discrimination problems related tothe response characteristics fl of the tape recorder rather than thelistener. The /f/./4/ dis- tinction, for example, was quite difficult. In many instances, items were either rewritten or discardedbecause they could it not be discriminated, once recorded, by theproject staff.

9. The /4/ Program

C. a. Constraints. The major constraint was length. The limited vocabulary forced either extreme item redundancy, or a very short program. Acompromising course was taken. The 3 program, however, has no sectionrequiring that the number of /47 sounds in a given word be counted. This is because there are no English words having morethan one 4/ fl 10. The /0/ Program

a. Constraints. A limited vocabulary interfered, although the problem with /4/ was not as acute as with/' /. Again, however, there is no section requiring the counting of/0/ sounds in a word. The problem with /0/-/f/ confusion was even more unfortunate here than with the /f/ program, because of the frequency with which /f/ is substituted for/0/ in misarticulation.

11. General Differences Among Programs

a. While some effort was made to develop programs of roughly equivalent length, the frequency of occurrence of the sounds in question limited the effectiveness of the effort. This was often coupled with problems of familiarity of the words. When, for example, the investigator was casting about for more and more words with two/f/ sounds, hit upon "Oshkosh," and became momentarily gleeful, a lesson was learned. The problem was to sample the widest reasonable range of examples for a sound, not to exhaust either a dictionary or a child's credibility.

Thus, programs differ in length. The differences reflect the frequency of usage of the sounds in English, however. Vari- ation for Phase 4 also resulted from the number of substitutions and distortions typical for a given phoneme, as well ns the recording speaker's capabilities in producing non-typical distortions. If there were fewer than twelVe error sounds possible, the number of the usable error items used was increased accord- tI ingly, however. Complete scripts of the ten programs can be found in Appendix A.

11 B. The Teaching Machine

The second objective of thisdemonstration was to develop fully automatic equipment for thepresentation of these programs. Two machines were built to technicalspecifications; both were used simultaneously during theexperiment. The teaching machine developed for this study presented theauditory problems (single words, pairs of words, isolatedsounds) by tape recorder. The subject's response to an item was to press oneof three buttons. If he responded correctly, a lightlocated beside his response panel lit briefly, a counter infront of him advanced, and the tape recorder continued to playuninterrupted. If the subject's response was incorrect,the tape recorder immediately rewound and replayed the item.If he made a second error on thatitem, the tape recorder rewound and playedthe item preceding the missed item. If the child made no response at allto an item, the tape recorder rewound, andreplayed the item.

The response panel, described brieflybefore, consisted of a thin aluminum boxapproximately 18" x 15" on the top of which were three large lucitebuttons arranged in a horizontal row. These buttons were painted red,blue and yellow and identified by numbers and position. Color, number and position(beginning, middle and end) each served tocontrol responding at some point in the program. When a button was not in use it couldbe re- moved. (This was done only with a few children who were retarded, and who were confused bythe unused button.) In some parts of the program, the position ofthe buttons (beginning, middle and end) corresponded to thesubject's task of identifying the beginnings,middles, and ends ofwords. In other parts, subjects used buttons 1 and 2 to indicateif these were one or two given sounds in a word. In the first phase, the program sound was identified as the bluebutton sound.All other sounds were red button sounds.

Two Tandberg tape recorders(monaural) which contained internal wiring for remote control operation wasmodified for this study. An extra playback head was incorporatedinto the machine. The extra playback head picked up codedsignals recorded on a second track, and fed them tothe control circuitry contained in a relay rack out of sight of thechild. This circuitry controlled the forward play and rewindoperations described above.

Tapes were prepared for use with thisteaching machine on a Tandberg Model71113 (stereo) tape recorder. Three reed relays, each with a different frequency, generatedthe code signals which indicated the correct answer choice.These tones were fed directly into Channel Two of the tape recorder,and thus, recorded on the second track of the tape. The program was then recorded on Channel One. The output of Channel Two (thecode)

iiz Lights correspond- was simultaneouslyfed into a tone verifier. and furnished ing to the reed relaytones lit as the tone came on, both a signal for recording anitem and a check on the accuracy of the signal recordings.

A Gerbrands eventrecorder was wired intothe teaching machine's control circuitry. The event recorderfurnished a graphic record of the correctresponses, thechild's actual response, and the responselatency.

C. Setting up the Teaching Roomand Evaluating its Practicality

Because the project wasmoved in mainstream fromEmerson College, Boston, Massachusettsto the University ofPittsburgh, Pittsburgh, Pennsylvania, twostrategies for integratingthe project into an ongoingclinical setting were evolved. The two clinics in question simplyoperated differently. Thus, two different patterns emerged.

Clinical facilities at EmersonCollege Robbins Speech and Hearing Center serveapproximately 170 speech andhearing im- paired persons weekly. During the time this project wasat Emerson, roughly 80undergraduate and graduatestudents in Speech Pathology and Audiology usedthis clinic for their majorclinical practice experience. The investigator was afull-time member of the supervisory and teachingstaff, and was given complete control over student cliniciansparticipation in the project. In addition, a small room equippedwith a one-way vision mirror facing into a large observation room wasmade available full-time to the project. This room had a small closet,next to it that was converted into spacefor housing the teachingmachines' control apparatus.

When the machines were builtand programs were available, all student clinicians assignedto articulation disorders practicum experience were calledtogether, and the project was explained to them in detail. It was further explained tothem that for the duration of anyof their client's participationin the project, their role as thechild's clinician would be changed. Instead of working directlywith the child, their job was to observe the child while in sessionwith the teaching machine. The result of each observation was adetailed written report of the child's behavior, anitem analysis of the items he missed, etc.These reports were given tothe project staff (one member of which was always presentalso) and evaluated for accuracy of reporting andgeneral understanding of whatthe aims and goals of each programmedsession were. These evaluations

13 were incorporatedinto each student's final semesterclinic practice grade.Clinical practice credithours were given for this participation.

Every child in the clinic whomisarticulated was evaluated by the staff for potentialinclusion in the program. For children already in therapy, criteriafor inclusion were: 1) that the child's unprogrammed speechsound discrimination training had either not been completed, orthat pre-testing Indicated that some discriminationproblems still existed even ifthe clinician had completed that phase ofclinical work; 2) that a program was available for a given child'smisarticulation, 3) that the child was at least six yearsold. For six year old misarticulating children who were being seen fordiagnosis in the regular clinic diagnostic periods, the pre-test battery wasincorporated into the general diagnostic battery, andchildren for whom programs were available routinelybegan their clinic experience withthe teaching machines. These new children had a clinicianassigned also, and this clinician had aunique opportunity for detailed behavioral observation before beginning anactual clinical in- teraction. For the duration of eachchild's participation in the project, programmed sessionsconstituted a child's only clinical activity. 1 A word is in order concerning"available programs."An early decision was to begin the demonstrationphase of the project as soon as one program wazavailable, rather than to withhold use until all programs were complete.Thus early in the project, a child with a particular problem forwhich a program was projected but not yet developed was notincluded in the project. The project was explained to parents ofthe children who participated. They were encouraged to observe thesessions and to ask questions both of their child's clinician and theproject staff. Only one parent objected to her child'sparticipating and this was because she felt that her child did not haveauditory discrimination problems, not because of the automatedsessions. Her objections were countered by showingher her child's pre-program discrimination scores, and she reluctantly,agreed to go along with the project.At the end of her child's participation,she was shown the post-test scores. Her child's marked improvementpleased her greatly, of course.

Each child in the project wasinitially shown the room, the apparatus, and taught to thread andoperate the tape recorder and use the earphones. Since two machines were available, two children often were run simultaneously.When this occurred, they were introduced to each other,and it was explained to each that since they would be working ondifferent things nothing would be gained from "comparingnotes," etc. (In this regard it is interesting to note that no apparentrivalries for earning the most points, etc. evolved.) Each child was informed that for totaled on his each point heearned(correct responses were receive an NM atthe end of the machine'scounter) he would session. initial ob. of M&M's wasthe result of some The inclusion rather than plannedin servations ofchildren's performance, subjects, partiallybecause they were advance.The first two in working inclinical speechsituations totally inexperienced chance. generating errorrates which exceeded alone, began by than to to manipulatecontingencies, rather It was decided the rates. in an attemptto bring down rewrite the programs, dropped, but werestill The counters wereadded. Error rates to include anextrinsic rein- excessively high. It was decided could be doled outin direct forcer, and M&M's,because they seemed to be alogical choice. relationship topoints earned, their own sake wereearned, When M&M's ratherthan points for At that point,M&M's became error ratesdropped precipitously. part of thestandard procedure. complete as much of agiven Each child wasencouraged to each session. He was, however, program ashe felt like at of lJ time with the programsequalled the time stopped when his 45 minutes). scheduled clinicalsession (around a regularly to in- because fatiguecaused error rates This was partially because the much longer thanthis, but mostly crease after scheduled regularclinic demonstration operatedwithin a tightly program. that some childrenassumed It should bepointed out here for putting ontape, and more thanminimal responsibility For childrenwho seemedinterested, settling themselvesfor work. it, their routinejobs with theproject and/or capable of doing counters on included turning onthe controlequipment, clearing teaching machine,and finding both the controlequipment and the tapes (and thusremembering whatthey their own appropriate allowed to finished the previousweek). Some of them were even demonstrate count out and bagtheir own M&M's,if they could their eating rate. that their countingrate exceeded the two mostinteresting Other than thedata itself, perhaps by the projectat Emerson werethe effect side-effects generated and sessions on studentclinician performance, of the programmed training.The the ease withwhich childrenaccepted programmed equalled theclinicians'; children's interestin the apparatus to it, and werewilling, however, they adaptedmuch more quickly for operating it.An occasional even eager,to be responsible frightened and annoyedthe breakdown intriguedthem while it control apparatusto It was simplerto explain the clinicians. about it than it was the children, who werecurious and unbiased histories in generalhad long ago to the studentclinicians, when convinced them thatnothing electrical wasunderstandable.

15 On the positive side, however, the clinician's growth in understanding of the nature of the programs and in accurate de- scriptions of their client's behavior was impressive. The opportunity for observing their clients, whom they knew well, particularly in a thoroughly planned and usually undeviating clinical experience, was excellent training for them. Further, it was frequently observed that after their client had finished theprograms and with clients whose problems precluded involvement in the demonstration project, the clinician's behavioral observations were more accurate and their lesson plans more explicit.

The Speech Clinic at the University of Pittsburgh serves as a training clinic for graduate students in Speech Pathology. It differs from the Emerson Clinic primarily in that it is much smaller (it has roughly 20 student clinicians), and that most of the clinicians engaged in training there are considerably more experienced (they often have B.A. or M.A. degrees in Speech Pathology before entering the program at Pitt).Further, the space available for the project was considerably more limited. The response panels and tape recorders were located in one corner of a large room. The control apparatus was located in the opposite corner of the same room. In between were four desks which accommodated the research assistant for this project, a research assistant for another project, the principal investigator,and two research assistants for another investigator's project. No external observation room was available. These physical arrangements made observation by either clinicians or parents extremely difficult, and so was not encouraged except during those hours when the three extra desks were unoccupied. The investigator's control of the graduate student's participation was also limited by her lack of authority in the clinic and because she was only a part-time member of the departiental staff.

While none of these factors materially changed the children's role in the project, major alterations in integrating the project into the clinic resulted. The size of the clinic operation itself required the project to look outside for children who had articulation disorders. The two sources used were the Speech Clinic of Children's Hospital, Pittsburgh, Pennsylvania and the special services department of the Pittsburgh Public Schools, which furnished children for the project during the past summer.

The waiting-list for both diagnostic and clinical services at Children's Hospital was made available, and was screened for potential articulation disorder children. The director of that clinic, Mr. Lawrence Bloom, then wrote each parent, advising them of the project, and suggesting that they should take advantage of the program. Further, it was agreed that those children who coml. pleted programmed speech sound discrimination training would then be integrated quickly into the Hospital's case load.This turned out to be an extremely amicable arrangement for all involved.

1.1111,111,WM,"*.nr.**70.1 Speech Clinic ofthe University is The generalpolicy of the variety of speechand languageproblems with to concentrate on a have supervised speech clinicians areless likely to which trained children to experience, and tofarm out itsarticulation disorder somearticulation prob- other facilities.There were, of course, These childrenparticipated in the lem children inthe clinic. project in the manneroutlined previously. for summer workin The Public Schoolsfurnished children children, who wouldbe re- discrimination training.A list of speech correctionistsand ceiving therapy laterfrom the school's commuting distanceof the University, was who lived within easy by the proj- compiled and madeavailable. Parents were contacted children were diagnosed, ect, and if they wereinterested, the exposed to programs. El pre-tested, and then,when appropriate, differed markedlyfrom The role of theclinician, thus, the Public Schools, nocontact Emerson to Pitt. In the case of passed on, but nofeed- at all wasmaintained. Our records were In the case ofChildren's back to the projecthas ever resulted. the Director there re- Hospital, the interestand conviction of Here, though, we sulted in a thoroughexchange of information. job and interpretingourselves were viewed asdoing a professional potential and interchangewas right- professionally. The training fully precluded bythe nature of ourrelationship. clinic was alsodifferent from The experiencewithin the Pitt This was partiallybecause of the auton- the Emerson experience. their usually rich graduate studentswhich results from omy of the students were not given It was alsopartially because backgrounds. project. The credit forparticipation in the clinical practice involved in re- basic posture attributedto us was that we were simply that students search; not training. The result of this was in the project, and interested in researchinterested themselves did not. students interestedin clinical management actual authority Because the principalinvestigator had no limitations it was in clinic supervision,and because of space Moreover, it impossible to involvestudents more completely. enhance the was believedthat this contrastin approaches would potential usefulness in generality of the projectin terms of its a varietyof clinic and publicschool settings. It is The data fromPittsburgh and Bostondo not differ. where, except by impossible to tell whichchildren were run This suggests thatthe value of thetechnique is subject number. the not dependent uponthe degree oftraining integration into clinic operation.

Subjectively, however, itis felt that thevalue of the training was less observation for thestudents' general clinical

3. comprehensive for Pitt students than it was for Emersonstudents. Perhaps this is because majority of Pitt students, being at more advanced traininglevels than Emerson students, did not need it as much. However, since a number of Pitt students began to participate on their own and seemed to bereinforced enough to continue, it must be assumed that forthem, at least, it was a valuable learning experience.

D. The Experimental Procedure

The basic experimental goal of this project wasto evaluate B the efficacy of programmed auditory discriminationtraining for improving discrimination of speech sounds in childrenwho misarticulate. In order to make this evaluation, each child inthe study was tested by a battery of tests designed to measurehis general auditory discrimination skill and his discrimination of those specific consonants he misarticulated. These tests were administered before he began the programs and following his completion of the last available program pertinent to his problem.

In addition, because of the somewhat marginal information available concerning the effects of discrimination training, per se upon articulatory skill, each child's generalarticulation was tested, as well as his articulation of consonants which appeared defective on the general tests. These measurements were made before and following each child's program exposure.For children who used more than one program, the specific post-tests appropriate to each program were administered following that program. Post- testing on the general battery followed completion of all appropriate programs.

Three discrimination 'Lasts and two articulation tests were thus routinely administered to each child. Each is described below.

1. The Discrimination Tests

a. The Wepman Auditory Discrimination Test. This is a 40- iteu word discrimination test that samples exhaustively the ability to discriminate among classes of consonants and vowels differing as to place, but not manner, of articulation(25). (For example, /k/ /p/ discrimination is sampled. Both are plosives, differing in focal articulation point. Discrimination of /k/ - /s/ is not sampled, because they differ not only in regard to focal articu- Ll lation point, but also as to manner of articulation,/s/ beinga sibilant sound.)The Wepman Test was used in this study because it is relatively painless both to take and to give, because it has two equivalent forms, because it has published norms, and because it has been used as the measuring instrument in a number of studies investigating auditory discrimination skill in children. Form I was used as the preprogram measure; Form II was used as the

18 consisted of the numberof postprogram measure. The child's score The test was taperecorded to achieveconsistent ti items he missed. to a discrimination items forall children. The child listened they were the same ordif- pair of words,reported aloud whether on the testform. ferent, and theexperimenter wrote his response This 90-itemdiscrimina- b. The Schiefelbusch-LindseyTest. words, nonrhyming tion test measuresdiscrimination for rhyming sound discrimina- initial sound positionwords, and final position is further tions. Each of these threeclasses of discriminations discrimination of another broken down to allowfor the child's of his own speech, person's speech, thechild's discrimination "unmonitored" (or and the child'sdiscrimination of his own This test was includedin the batterybecause silent) speech. Further, all of of the variety ofdiscrimination tasks it poses. =J in evaluating these tasks seem to beparticularly appropriate discrimination skill inchildren with defectivearticulation. written on the test The child's spoken responseto each item was consisted of the form by theexperimenter. The child's score presented number of items hemissed. The test, necessarily, was live voice. Ten tests, one The SpecificDiscrimination Tests. c. Each appropriate for eachprogrammed sound, wereconstructed. similar to the test had 54 items thatcomprised discriminations These most difficult items oneach subsection of its program. discrimina- tests sampled discriminationof isolated phonemes, counting the number tion of positions ofthe sounds within words, of correct of a given sound within aword and discrimination incorrect sound productionwithin words. The test items, while actually more dif- similar to the program'scriterion items, were and evaluated ficult. Instead of a pair ofwords to be compared of single as in overhalf of the program,test items consisted filled' in their word presentations. Children who could write write re- own responses on atest form. Children who could not filled in the form. ported their answersaloud and the tester items missed. The The child's scoreconsisted of the number of test was tape recordedfor presentation.

2. The Articulation Tests

Test. Each child's generalarticu- kp a. General Articulation articulation test con- lation ability wasassessed by a picture to name each structed for the study. The child was instructed tested by a given picture; the experimenterrecorded if the sound omitted or if an- Li picture was correctlyarticulated, distorted, articulation other sound was substitutedfor it. The test sampled and final positions, of 24 consonants inappropriate initial,medial, The child's and 12 blends. The total number ofitems was 36. score was thenumber of items hemisarticulated. An exploration ofthe b. The Specific ArticulationTests. child's ability to use hisdefective consonant soundin a variety specific test of contexts was made. The instrument used was a consonant in for each of the tenconsonants. In each test, the question was combinedwith other consonantsinto initial, medial, stimuli, and final consonantclusters. Pictures constituted the as in the generaltest. Administration of the appropriate specific articulation testsfollowed the generalarticulation test. Which specific tests toadminister was determinedby performance using the 5 point rating on the generaltest. This test was scored scale for severity ofmisarticulation developed by Milisen(12). of According to this scale,correct production receives a score distortion, 3; a 1; a slight distortion isscored as 2; a severe substitution, 4; and an omission,5.

3. The Subjects of Fifty-one articulationdisorder children between the ages 6 and 14 served as subjects. For purposes of thisstudy, they satisfied no extremal criteriaexcept that they were ofschool artic- age and wereeither on a waiting listfor or were receiving total of 65 programs. ulation correction. These children worked a That is, while mostchildren worked throughonly one program, some used more. The maximum number of programsused by a single subject was four. The subject's I.Q. scores asreported in their clinical normally case folders rangedfrom 50 to 151. The I.Q. scores were distributed.

4. Reliability of the Examiners

Computation of discriminationtest scores was made from the written records on eachchild. The articulation scoring, however, required the experimentersto make trained judgments about articulatory adequacy.Eight testers were used. In order to assure both inter andintra judge reliabilityconcerning articulation judging, approximatelyhalf of the articulationtests (both general and specific) were taperecorded. These tape recorded tests were re-scored andpercentages of agreement within and between testers werecomputed to assess both interand intra judge reliability. Intra judge reliabilityranged from 93 - 98%. Inter judge reliability was91%.

-20- III. RESULTS

Fifty-one school age children who had articuldtion disorders were given programmed auditory discrimination training appropriate to their misarticulations.Comparisons of scores from tests of discrimination for speech sounds and for articulation enabled evaluation of the effectiveness of programmed training. Similar analyses of specific speech sound discrimination programs were made in order to evaluate the effectiveness of each program.A third analysis of the data was made in order to measure the effectiveness of the training as a function of the age of the children who were exposed to the programs. All of these evaluations will be discussed separately below.

A. Cross-Program Comparison of Pre and Post Program Performances

1. Wepman Auditory Discrimination Test

Pre and post program performances on the Wepman Auditory Discrimination Test were compared, and evaluated statistically by a t test for matched groups. It will be remembered that the pre- test was Form I of the Wepman Test and the post-test was its equivalent form, Form II.Table 1 shows the mean error score, the difference between means, the standard error of the difference, and the t ratio. Inspection of this table shows a statistically reliable drop in error scores on the post program test.

TABLE 1

Comparison of Pre and Post Program Performance on Wepman Auditory Discrimination Test. Data Computed in Error Scores.

Mean Diff. SEDiff t*

Pre 8.02 3.62 .87 4.16

Post 4.40

N = 50 t = .01 (df = 49) 2.67

The mean number of errors dropped from 8.02 on the pre-test to 4.40 on the post-test. The mean change reflects improvement of 37 of the 50 children who were tested with this measure.

-21-- 2, Schiefelbusch-Lindsey Discrimination Test

Pre and post program performance on the Schiefelbusch-Lindsey Test were compared and statistically evaluated by a t test for matched groups. These data are shown in Table 2, This table

TABLE 2

Comparison of Pre and Post Program Performance on the Schiefelbusch-Lindsey Discrimination Test. Data Computed in Error Scores.

Mean Diff, SEDiff t* --1 Pre 24.74 6.38 1.25 5.1

Post 18.36

= 50 t = .01 (df = 49) 2.67

reports the mean error scores, the difference between these means, the standard error of the means, and the computed t ratio. This table shows a statistically significant drop in error scores on the post program test. The mean number of errors on the pre-test was 24.74; the mean post-test error score was18.36. The mean drop in error scores reflects the performance of 43 of the 50 children tested.

3. Schiefelbusch-Lindsey Test; Case-Monitored Subsection

One major deviation from traditional discrimination training which is made by programmed training is that children have no controlled opportunity to discriminate their own speech. A separate analysis of the case-monitored subsection of the Schiefelbusch-Lindsey Test was made, therefore, in an effort to assess if training was sufficient to produce changesin self- discrimination skills. This analysis was made by a t test for related measures. These data are reported in Table 3. It can be seen from this table that the mean error score on the pre-test was 7.60. The mean post-test error score was 5.80. The statistically reliable difference between these means reflects improvement in self-monitored discrimination for 40 of the 50 children tested.

-22- Comparison of Pre and Post Program Performance on the Case-MonitoredSubsection, Schiefelbusch-Lindsey Test.

Mean

Pre 7.60

Post 5.80

N - 50

t = .01 (df s49) 2.67

4. Discrimination for Specific SpeechSounds

Table 4 shows the changes in error scores on pre-and post- tests for discrimination of the specificconsonant sounds for which children received programmeddiscrimination training. Scores

Comparisons of Pre and Post Program Performance on the Sound Specific Discrimination Tests. Data Computed in Error Scores.

Mean

Pre 15.03

Post 10.93

N = 65 t s .01 (df =64) a 2.65 on the tests, which wereequivalent in length for each program are pooled here. The table shows means, thedifference between means, the standard error of the mean and the t ratio. It can be seen from this table that the mean error score onthe pre-test was 15.03; the post-test mean error score was10.93. This mean difference of 4.10 is statistically reliable, andreflects the improved performance of 58 of65 tests on specific consonant discrimination. (It should be pointed out here that the"65 tests" actually represent a total of 50 children, someof whom were exposed to more than one program and its appropriate pre-and post - tests.)

-23- 5. General Articulation of generalarticu- post-test differenceson the test Pre- and means, thediffer- lation are shownin Table 5.The table reports standard error ofthe mean and thecomputed ence betweenmeans, the here representeach child'sarticulation t ratio. The data shown articulated) of those correctly orincorrectly (scored simply as training.The consonants for whichhe did notreceive programmed

TABLE 5

Comparisons of Preand Post ProgramPerformance Data Computed on GeneralArticulation Test. Which a Given in Error Scores.All Sounds for Excluded Child ReceivedProgrammed Training are From the Analysis. t* Mean Diff. SEDiff

3.22 1.02 3.16 Pre 16.20

Post 12.98

N = 51 t .01 (df =50) st 2.67 16.20; on the post-test, mean numberof errors onthe pre-test was The meandifference of 3.22 the mean numberof errors was12.98. 51 childrentested, and was represented improvementin 37 of the astatisticallysignificant change.

Sounds for WhichChildren 6. Articulation ofSpecific Consonant Received ProgrammedInstruction articulation of specificconsonant It will beremembered that programmed instructionwas sounds for whichchildren received of severitydeveloped by Milisen. measured usingthe 5 point scale of articulatorydeficit, This scale, whichpostulates a hierarchy as theseverest form ofarticulatory deficit classifies omissions phoneme omission as 5. Substitution of another and hence scores an 4; severe dis- next most severe,and is scored as is regarded as scored as 2; and, tortions are scored as3; slightdistortions are value of 1.Each child'sartic- finally, correctproduction has a which he receivedtraining was ulation of theconsonant sounds for and post programtests of scored in termsof this scale on pre variety of phoneticcontexts. specific consonantarticulation in a for this analysis. These data Data from specifictests are pooled means, thedifference in Table6. The table reports are shown the mean and thecomputed between means, thestandard errors of

-214- TABLE 6

Comparisons of Pre and Post Program Performance on Specific ArticulationTest. Scores Constitute Performance asMeasured by Milisen's 5 -point Rating Scale of Severityof Articulation Problems.

Mean Diff SEDiff t*

Pre 44.51 8.76 1.17 7.49

Post 35.76

N = 65 t=.01 Of = 64) = 2.65

t ratio. The difference in pre- and post-test meansreflect, thus, a decreas in severity of the presentingarticulatory problem. The mean pre pogram test score was44.51; the mean post program test score was 35.76. This decrease in severity reflects theperform- ance of 58 ofthe 65 children thus tested. This, decrease in severity is statistically reliable.

7. Summary of Pre- and Post-TestScores Across Programs

Each of the preand post program test scores, evaluated as to statistical significance by a t test, shows statistically reliable improvement athe result of programmed discrimination training. In effect, general auditory discrimination improved, as did discrimination ofthe sound that each child misarticulated. Misarticulation of the phneme in question was alsoreduced in

4.11011. severity, and general articulation skill improved as well.

8. Analysis of Each Program

La* The preceding data analysis pooled the entiresubject population and in general indicatedthe adequacy of programmed instruction for improving both articulation and discrimination skills. It does not, however, allow for any statements tobe made concerning the effectiveness of each individual program. Therefore, each program was analyzedseparately, in terms of pre and post program changes on the soundspecific articulation test and on the sound specific discriminatin tests. Because of the relatively small number of children whoused each program, this analysis was done nonparametrically, by eans of the sign test.

Computation for the sign test requiresthat unchanged scores (in this case pre and post program test scores which remained the

-25- and the N reducedcorrespond- same) be dropped fromthe analysis, [1 reports the totalnumber of children ingly. Table 7, therefore, number of the number ofuntied pairs, the who used each program, post-tests had more (in this case,children whose fewer pairs It can be errors) and the appropriateassociated probability. were usedby too seen fromthis table thatfive of the programs TABLE 7

Score Sound SpecificDiscrimination Test Changes as a Functionof Program Exposure x** Program Total N N*

16 3 .011 s 17 3 .113 z 12 11 1 .001 r 15 14 0 1 .020 1 9 0 0 .031 1 5 0 k 3 0 0 0 g 1 0 0 f 3 e 0 0 0 0 0 0

*number of untied pairs **x s number offewer signs

allow for statisticalcomparison. (Indeed, two few children to programs, use programs remainuntested.) Of the five remaining statistically reliableim- of four of them appearsto result in inadequate. L-1 provement. Only the/z/ program appears to be it is related to Table 8 reportschanges in articulation as IV total N, the exposure to each program. This table shows the the appro- number of untiedpairs, the numberof fewer signs and were usedby too priate probability.Again, five of the programs ;11 Of the five few children toallow for statisticalevaluation. four of them appearreliably to effect a remaining programs, im- change in articulationonly the/I/ program does not reliably provearticulatory skill. Performance as a Functionof Age 9. Analysis of Program therapy litera- [i It is frequentlysuggested in articulation skill which appears to ture that theimprovement in articulation probably the re- occur between the agesof six and seven is more It sult of exposure toschool than to speechcorrection (13). performance of these was decided,therefore, to analyze the if the children as a function of agein order, first, to assess pattern appeared to holdtrue for programmed aswell as unprogrammed TABLE 8

Sound SpecificArticulation Score (Weighted MilisenScale) Changes as a Functionof Program Exposure P Program Total N .001 17 14 0 8 .002 12 9 0 Z .002 15 13 1 r .008 9 7 1 .188 5 5 0 0 tk 3 3 1 1 0 g 0 f 3 3 e o 0 0 4 0 0 0

*number ofuntied pairs **number offewer signs assessment of program per- articulation therapy. In addition, furnish further insights formance as a functionof age might well for programmedtherapy into the question ofwhether an optimal age The population might exist. Table9summarizes this analysis. groupings, and signtests were was dividedinto arbitrary age for each age group. done on articulationand discrimination scores children in each group,the number ofchildren who The number of expo- completed more than one program,and the number of program Examination of this sures for each groupare alsotabulated. for table shows that theimprovement wasstatistically significant years of age. every groupexcept the group under seven

10. Summary showed statis- In summary, every measureused in this study Discrimination of specific tically significantpost-test gains. of specifid consonants, generaldiscrimination, articulation articulation all improved.As a defective consonantsand general training. The function of programmedspeech sound discrimination reliable for children over programs appearto be effective and are concerned, seven yearsof age. As far as specific programs revisions in order to in- the /z/ program appearsto need major crease itsreliability.

-27- TABLE 9

Analysis by Age Groups

Under 7 years Programs Used: [s, z, r, f] N = 10 Children through two or more programs = 3 Program exposures = 13 Total N N* x** Sound-Specific Discrimination 13 9 1 .25 Sound-Specific Articulation 13 9 2 .09

7 year olds Programs Used: [fl z, r, 1, s, f] N = 15 Children through two or more programs = 5 Program exposures = 22 Total N N* x** Sound-Specific Discrimination 22 21 0 .001* Sound-Specific Articulation 22 21 1 .001*

8- 9 yearolds Programs Used: [s, f, r, 1, z, k] N = 16 Children through two or more programs = 2 Program exposures = 18 Total N N* x** Sound-Specific Discrimination 18 15 1 .00lt Sound-Specific Articulation 18 14 3 .001*

Ci 10 - 14 year olds Programs Used: [s, g, z, 1, r] N = 10 Children through two or more programs = 2 B Program exposures = 12 Total N N* x** Sound-Specific Discrimination 12 10 1 .01* Sound-Specific Articulation 12 9 3 .001*

*number of untied pairs **number of fewer signs rv. DISCUSSION

The objectives of this demonstration project were to 1) develop a series of teaching machine programs for useon various consonant defects; 2) develop fully automated teaching machine equipment for administering the programs; 3) set up a clinicroom with two such teaching machines; 4) administer the programs; and 5) evaluate the effectiveness of theprograms.

Accomplishing the first four of these objectives was the crucial prerequisite for the fifth-- evaluation of the programs. Failure to develop programs and equipment would clearly have dis- allowed experimentation with them. Further, if it had not been possible to integrate this experiment into an ongoing clinical LI operation, evaluation of the programs would have been precluded. Since meeting these first four objectives has been described in detail in the methodology section, this discussion will focusupon the experimental aspects of the demonstration.

Auditory discrimination was the behavior to be trained by the programs, hence the discussion will begin with those findings bearing directly upon discrimination skills. Discrimination of specific consonant sounds will be discussed first. The other discrimination test results will be discussed next. The articulation findings will then be discussed in a similar specific-to-general- order. Following this, the programs' relative effectiveness and the role of age of the children who used them will be discussed and some general conclusions will be drawn.

A. Discrimination of Specific Defective Consonants

It seems clear from the data of this study that programmed auditory discrimination training is effective in improving that skill in children who misarticulate. These data confirm the findings of the earlier Holland-Matthews studyon programmed training for discrimination of the /s/ phoneme (6), and extend them to include a number of other consonant-specific discrimination problems as well.

That discrimination of speech sounds can be improved by programmed instruction is not particularly surprising. The value of programmed instruction in training a number of other basic skills is well known. Since auditory discrimination isa skill which can be learned much likean; other, adequate programs should be useful training devices. In fact, the techniques of programming seem uniquely relevant to changing discrimination skill. Good programs appear to have at least a theoretical advantageover the more traditional clinician in that they automatically allow for reinforcement. The clinician doing speech sound discrimination training has to function simultaneouslyas the speaker whose speech is discriminated, the evaluator, and the dispenserof

-29- reinforcement for correct responding.Repeated program tryouts result in an empirically evaluated, finely graded progression of items that allow for a high density of reinforcement. Clinicians must necessarily be more haphazard. Perhaps the most important basic advantage, though, is in the programmed procedure fores- tablishing discriminations.

Adequate speech sound discrimination requires that the person be able to distinguish the sound in its full range of contexts. Such needs are characteristic of other situations that have been met in teaching machine work. It cannot be assumed that training in only a few "representative" cases inany training problem will lead to perfect transfer to the fullrange of cases. For this reason, an outstanding programming rule is to vary the examples over the widest possible range. The problem is somewhat similar to that found in concept formation. In es- tablishing the concept of "redness" for example,many problems must be furnished, keeping "redness" constant in them, butcom- bining it with a number of other properties. Good teaching machine programs rely heavily on such techniques.

This principle was used extensively throughout theprograms. A number of other sounds were put in apposition to theprogrammed sound; the position of the programmed sound in wordswas systematically controlled and then systematically varied;a number of variations in misarticulation of the programmed soundswere used in varying phonetic contexts. One of the critical features of the programs was the wide range of examples used. The success of the programs in reducing discrimination deficitsfor misarticulated sounds suggests that effective discriminationtraining should incorporate such variety.

B. General Discrimination Skill

On both the Wepman and the Schiefelbusch-Lindseytests, general discrimination abilities apparentlyimproved as the result of training discrimination ofa small number of (often only one) defective ccnsonants. That is, the child whose /r/ discrimination improved as a result ofdiscrimination training for /r/ would continue to show this improvementon those items of a general discrimination test involving /r/discrimination. However, in a general test of discrimination,a child's programmed sounds constitute a relatively small number ofthe total sounds inventoried. The frequency with which the programmedsounds occur is low enough so that changes in them alonecould not explain the magnitude ofpre and past change in general discrimination skill. The most parsimonious explanationof this change appears to be that, as children were learning todiscriminate a particular sound, their general listeningbehavior was concom- itantly shaped. Some external Justification for thisinterpre- tation comes from responses ofparents who frequently reported

-30- phonics began staff that theirchildren's grades in to the project This result of theirtraining in discrimination. to improve as a efficacy of interesting experimentalquestion of the raises the with pre- sound discriminationtraining program for use a ;general Such a readers, or as basicphonics training inearly reading. developed for childrenwith no program would)of course) be deficit, apparent discriminationor articulation published with The Wepman AuditoryDiscrimination Test is the number of errorsthat constitute"inadequate norms indicating Pre- development" of discriminationskills as a functionof age. performance on the WepmanTest indicatedthat 19 of 51 program discrimination defi- children in this studyshowed no generalized Post-testing showed that30 children had nogeneralized def- cit. reliable drop in Thus) in addition tothe statistically icit. enough to error scores,the performances of11 children improved measured by the bring their generaldiscrimination abilities, as Wepman Test, withinnormal limits.

Changes on theSchiefelbusch Test reflectthe same general nature of the improvement in discriminationskill, although the broader and appar- discriminat ,on problemsposed by this test are i.e., discrim- ently tap two additionaldiscriminating functions) ination by the childof his own aloudspeech) and his discrimina- do not ar- tion of his own silentspeech. Because the programs discriminate his own speech, range an opportunityfor the child to subsection was made the separate analysisof the case-monitored sufficient to produce in order to assessif the training was changes in self-discriminationskills. The statistically reliable change suggests that itis. important in This change inself-discrimination skill is changed. If view of the discriminationbehavior ultimately to be discrimination of one's ownspeech production canbe changed by others) then clinical responding differentiallyto the speech of be con- discrimination training forchildren who misarticulate can is programmed. siderably simplified)whether or not such training to use the tradi- These data indicatethat it may be unnecessary his own tional exercises to teachthe child to discriminate results speech. The case-monitoredsubtest and the articulation already began to dis- discussed below suggestthat the child has criminate his own speechafter, or during,effective discrimination training.

In a previous studyusing only an/s/ program, Holland and Matthews found cleardifferences in the/s/ sound discrimination but failed to findpost-test changes on theTemplin Test for The speech sound discrimination, ageneral discrimination test. discrepancy between theseresults and those of theprevious study is probably related totwo factors: 1) The general discrimination tests used in thisstudy were more realisticand easier for

-31-

101p.:0071.77... the subjects to take. The Wepman, for example, has only 4o items, and words rather than nonsense syllables furnish the unit of measurement. The Schiefelbusch-Lindsey Test, especially, seems more related to real problems children with articulation disturb- ances are likely to possess, and samples discrimination ability quite widely. 2) The programs in this study were better.The present /s/ program, for example, is not exactly like the original one. The data for that program was used to revise and improve on it. The revision of the /s/ program served as the basis for the construction of the others, as well. Thus, improved programs and more sensitive tests were used in this study, and the improvement is doubtlessly related to both factors.

C. Specific Articulation

Changes in /s/ articulatory skill as a function of /s/ discrimination training were shown in the earlier study by Holland and Matthews. This result was cautiously interpreted as a change in the severity of the articulatory error. In the present study, articulation scores were computed using the Milisen scale of severity of articulation deficit (12). In the event that changes in articulation skills such as those obtained in the first study occurred in this study, quantification could thus be substituted for the interpretation.

Articulatory skill was again shown to improve as a function of effective discrimination training.What seems to have occurred, is that as discrimination improved, normal sound production was approximated. A substitution may become a distortion of the correct sound; a previously omitted consonant may now appear as a distorted one. Occasional correct phonemes may be produced. For four subjects, programmed training was sufficient to eliminate the articulation error completely. Through discrimination training, the child is made aware of the acoustic aspects of the sound and of the variety of phonetic contexts in which the sound occurs. As this awareness increases, so does automatic differential reinforcement for his correct or more nearly correct productions.

Holz and Azrin, in commenting upon the initial Holland and Matthews study make the point cogently:

(The change in articulation) suggests another role of specific consequences in determining verbal behavior. Since the speaker is in one sense his own audience, the auditory stimuli arising from vocalizations act to control speech. Investigation of physical parameters of feedback have pointed to such factors as the in- tensity of sensory return as influential in determining the forcefulness (loudness) of speech. Furthermore, the delayed feedback experiments also point to the regula- tive effect of these response-produced stimuli.

-32- n Apparently, discrimination of the proper sound is necessary for the response-produced sounds to rein- force proper articulation. (9)

There is remarkably little literature on the direct effects of discrimination training upon misarticulation. In a fairly recent study, hol;ever, Winitz and Bellerose (27), training children with defective in sounds on a minimal pairs discrimination task, found no articulatory change as a function of their discrimination training. The apparent contradictory results of that study with the present one appears to be a result of three factors: 1) children's discrimination was trained on only one type of discrimination task rather than the variety of discrimination tasks used in this study, 2) training consisted only of extremely close discriminations without a preceding shaping procedure, 3) the number of trials required to reach criterion discrimination performance suggests that the discrimination, when finally established was not as efficient as it would have been if a training method geared to minimal error performance had been utilized. It would appear that these discrepant results are brought about because of procedural discrepancies. Additional support is thus furnished for the value of shaping a variety of auditory discrimination responses if articulatory change is de- sired.

D. General Articulation

The sounds for which a given child received programmed instruction were excluded from the analysis of his general articulation skills. This was done in order to assess the extent of the generalization that occurred as a function of training on LI specific discriminations. The small, but statistically reliable drop in error scores suggests that some general articulation improvement occurs. This is not particularly surprising; it is sometimes noted clinically that as a child begins to improve in articulation of one sound, another similar sound often shows improvement as well. What is interesting is that this change occurred in 37 children in the sample, and that it occurred as a function of discrimination, rather than production, training. The manner in which this improvement came about is perhapsbest illus- trated in the case of one child who completely overcame both frontally distorted /s/ and /z/ sounds while working through the /s/ program. She began with the /s/ program and was to use the /z/ program when she completed /a/ training. This child vocalized almost continually through the program and roughly three-fourths of the way through the program it became apparent that not only had her /s/ problem almost completely disappeared, but her /z/ problems on program items involving this phoneme were lessening too. By the end of the /s/ program, neither articulation error was present in her spontaneous speech repertoire.

-33- involve other sounds A program's"incorrect" choices often Children with a high probabilityof concomitantmisarticulation. with its voiced with /s/ difficulty arelikely to have difficulty The /s/ pro- cognate /z/, and withother sibilant sounds aswell. sibilant sounds extensively asdis- gram useswords with other criminatory items. Similarly, the/z/ program stresses sibilant discriminations as well,and so on. Additional practice is thus afforded in discriminationof other potentiallydefective sounds. This appears to pay offin minimal, butreliable, improvement of them as well.

E. Program Performance

There are two aspectsof analysis of programperformance that will be covered here: 1) the effectiveness of each program skills for changing sound-specificdiscrimination and articulation train- and 2) the effectivenessofprogrammed sound discrimination ing as a function of age.

1. Programs

The /s/, /r/,/1/, and /J/ programs were effective in producing reliable discriminationchanges; the /s/,/z, /, /r/, and /1/ programs were effective inproducing reliable articulation changes. The small number of childrenwho used the/k/, /g/, and /f/ programs did not permit statisticalcomparisons, although every child whoused these programs improved. The /e/ and/'/ programs, whileavailable, were simply not neededby this sample, and therefore, remain untested.

What generalizations can bemade from these data? The most obvious is that in this particularsample of children articulation errors centered uponthe consonantsWI /z/1 /r/0 and /1/. (These are the most frequently misarticulatedconsonant sounds by most objectivecounts.)The programs developed for them, with the exception of the/z/ program, all appear to be effective for training discriminations.

The highest error rate was generatedby the /z/ program. This clearly should have affectedits usefulness.After-the-fact analysis of this program suggests that somecrucial poor judgments were made in constructingit, and that its revision should compen- sate for its initial deficiencies. The fact that eight of the twelve children who used the programimproved in discrimination and that nine of the children showedarticulatory gain suggests that structural, rather than conceptualdeficiencies are responsible for its problems. (It should be pointed out here that all programs used have been through arevision based on the data analysis.These revised programs rather than the original ones are included in theappendix.)

-314- /f/ have been used by a The program for/f /, /k /, /g/, and suggests total of only elevenchildren. In general, the trend of training dis- that these programs areadequate for purposes X/ and /6/ remain unused, crimination. The final two programs, They do not differin format but are includedin the appendix. assumption that from the other programs,and it is a plausible effectiveness of the other their effectivenesswill parallel the not used in thisstudy is because programs. The reason they were appeared in the sample. No doubt no childrenwith these problems /g/ and /0/ sounds; it some childrensomewhere have defective 4/ and /0/ programs could is quite possible,however, that the of non-standard have more generalpracticality with speakers known, and with dialects, where/0/ and /06/ problems are well speakers of English as asecond language. Their effectiveness experimental with both of these(adult) populations is a pertinent question.

2. Program Use as aFunction of Age ranged in age The children whoparticipated in this study if the programs from six to fourteen. In order to determine the study, pre and functioned similarlyfor each age level in discrimination and post programperformances on the specific articulation tests wereanalyzed in terms ofthe ages of the is an irrele- subjects who used them. The data suggest that age Age does not vant variable forchildren age seven orolder. children above the ageof appear toinfluence error rate; and There were some sub- seven appearto benefit from the programs. appeared to be jective differences,however. The seven year olds Although their data are not the most consistantperformers. year generally different fromthat of the older children, seven olds appeared to enjoythe task most, and weremost fascinated by the procedure, almost asthough they were in a"discrimination readiness" phase. The eight year oldsreflected some of this, too, although they wereless exciting to observe. Older children, while performing adequatelyat times seemed almostblase and mechanical.

In contrast, the programsin their present form areprob- ably inappropriate for six yearolds. The six year olds made a disproportionate contribution tothe error data; six yearold performance with the/z/ program is responsible for itslack of olds who statistical reliability. However, there were six year improved. For example, one six yearold was dismissed from the clinic after his second program.However, the general trend of the grouped data suggestthe necessity of a basic program revision for these youngersubjects.

Because the task andthe machine were quite unfamiliarto the younger groups, this programrevision must include a simple initial program phase in whichthe child is taught aboutthe

-35- machine itself, and given some reinforcing basiclistening experience. This early phase is somewhatanalogous to the habituation and magazine training to whichexperimental psychologists routinely treat infra-human subjects;it is not unlikely that young human subjectsshould also respond well to a similarbasic courtesy. Such an "habituation" task, it isfelt, would contrib- ute markedly to improved performancein younger subjects.

These data are consistent inindicating that programmed speech sound discrimination trainingis effective not only in reducing discrimination errors, butin reducing articulation errors, as well. Moreover, programmed discriminationtraining has some distinct advantages over moretraditional forms of discrimination training. One fairly basic one is itsefficiency. The average time spent with each program wasthree clinical sessions. During this time, the cliniciantheoretically could be free to work with otherchildren, or to observe the fine grain effects of the child's performancewith the program, etc.Not only is traditional discriminationtraining usually a longer process, but it isconsuming of both student and cliniciantime.

A second advantage is the definablestandard of quality a programmed clinical session can attain. Writing a program of this nature, even when the format israther rigidly fixed, is a fairly meticulous exercise. For example, not only are the correct-response words carefully chosen,but the incorrect words take into account the distinctive featuresof the phonemes in question, and the frequencies of occurrenceof the words; the " phonetic surround" of the sound in question is also carefully controlled. No word used was thrown in haphazardly;each was the result of a careful and concise anddefinable analysis. The average busy clinician canseldom afford the time to plan an individual session this carefully. The detailed records kept for error analysis, and the analysis itself,also reflect a kind of "quality control" which is a luxury in atypical clinic situation, regardless of the skill of the clinician.

Third, the method requires correct respondingfrom the children before the program moves on. It is not amatter of it educated guessing as to 'Whether a child responds ornot; (or if he responds correctly); it is impossiblefor the student to be passive; his participation is assured.

The fourth advantage is probably the mostimportant of all. It relates not only to programmed instructionbut to the far bigger area of behavioral analysis and operantclinical methodology. Built into the use of operant techniques are the assumptions that (1) before it is possible to change a givenbehavior it is necessary to specify it explicitly and(2) to effect change

-36- in behavior it is necessaryto manipulate preciselythe consequences of thebehavior in question. In order to fulfill these assumptions, clinicians who useoperant techniques must become astute observers andrecorders not only of thebehavior of their clients, but of their own aswell. For such observation, data MUST be gathered,description MUST be separatedfrom inference, fact MUST emerge fromsupposition. Of all operant techniques, this seems to come mostsimply with programmedinstruction. Clinicians who take advantageof programmed instructionwill find that they learn thevalue of systematic observationand data collection in thepractice of speech correction. This alone is of great importance. it

-37- V. CONCLUSIONS, IMPLICATIONS ANDRECOMMENDATIONS

It appears clear that programmedspeech sound discrimination training is a feasible anduseful technique for modifying both auditory discrimination andarticulatory patterns in children who misarticulate. The experimental data of thisresearch or demonstration project are consistent inshowing that changes in auditory discrimination skills andin articulation follow from programmed training of this nature.

The demonstration aspects of thisproject involved using the programs and fully automatedteaching machines to accomplish speech sound discrimination trainingin actual speech clinics. This project would suggest thatintegration of programmed speech correction into an ongoing clinic is not aparticularly difficult task; parents and clinicians alike wereenthusiastic and coopera- tive. This enthusiasm was directly related to the progress,in terms of changes in discrimination andin test scores, that resulted for almost every child in the project.

The major conclusions from this study aretwo: 1) discrimination of speech sounds are reliably improvedby programmed instruction and 2) the data necessary to evaluatethe instruction can be gathered in a clinical,rather than purely experimental, setting. This implies that experimental rigor, at least asit is related to programmed instruction, can beimposed with a min- imum of difficulty on a clinical milieu.

Further, some interesting experimental questionshave been raised as a result of this project. It is suggested that they furnish leads for other potentially fruitful applicationsof the principles of programmed instruction. Specifically, these are: 1) development of a pre-training technique for use with(both auditory and visual) discrimination training in young children; 2) development of discrimination programs for use with retarded children; 3) development of programs using a format somewhat similar to the auditory discrimination training programs, for teaching phonics; 4) use of these programs, especially programs for 41 and /0/ with speakers of English as a second language.

It is felt that programs of the above nature have a high probability of successful application.

-38- VI. SUMMARY

This report describes a two-yeardemonstration project in which ten teaching machine programs,appropriate for use with the ten most frequently misarticulatedconsonants, were written and used routinely with childrenwho had articulation deficits and were being seen in speech clinicsto overcome their articulation problems. The report discusses in detail: 1) the programs th.it were written;2) the teaching machine that was developed for presentation of auditory framesand subsequent automatic presentation of response contingencies;3) pre and post program discriminationand articulation performance; and4) the use of automation in a speechclinic setting.

In general, the results of thisstudy show statistically significant increases in both discrimination andarticulation as a function of programmeddiscrimination training, and suggest that programmed instruction in a speechclinic is both feasible and useful. REFERENCES

1. Bloom, L. A. Evaluation of Teaching Machine Procedures with Children with Articulation Disorders One Year after Appli- cation. Unpublished Master of Science Thesis, University of Pittsburgh, 1963.

2. Brong, C. An Evaluation of Ear Training as a Pedagogical Technique in Improving Sound Discrimination. Unpublished DOCTORAL DISSERTATION, Northwestern University, 1948. fl 3. Falconer, G. A. "Teaching Machines for the Deaf," Volta Review. Reprint no. 730, 1960.

4. Filby, Y.; and Edwards, A. E. "An Application of Automated Teaching Methods to Test and Teach Form Discrimination to Aphasics," Journal of Programmed Instruction. II, 1963. P. 25-33.

5. Glaser, R. "Christmas Past, Present, and Future," Contempo- rary Psychology. V, 1960. p. 24-28.

6. Holland, A. L.; and Matthews, J. "Applications of Teaching Machine Concepts to Speech Pathology and Audiology," Asha. V, 1963, p. 474-482.

7. Holland, A. L.; and Harris, A. B. "Aphasia Rehabilitation Using Programmed Instruction: An Intensive Case History." In Sloane, H., Speech as Operant Behavior: A Book of Readings. New York: Prentice Hall, Inc. (in press.)

8. Holland, J. G. "Teaching Machines: An Application of Principles from the Laboratory."In Lumsdaine, A. A.; and Glaser, R., Teaching Machines and Programmed Learning. Washington, D. C.: National Education Association. 1960.

9. Holz, W. C.; and Azrin, N. H. "Conditioning Human Verbal Behavior." In Honig, W. K., Operant Behavior: Areas of Research and Application. New York: Appleton-Century Crofts. 1966.

10. Jakobson, R.; and Halle, M. Fundamentals of Language. 's-Gravenhage: Mouton & Co.. 1956.

11. Lumsdaine, A. A.; and Glaser, R. Teaching Machines and Programmed Learning. Washington, D. C.: National Education Association. 1960.

12. Milisen, R. W. "A Rationale for Articulation Disorders," Journal of Speech and Hearing Disorders. Monograph Supple- ment, IV, 1954. p. 6-17.

-4o-

, 14, /0,A' 010_ w11, , 13. Powers, M. H. "Clinical and Educational Procedurein Functional Disorders of Articulation."In Travis, L., Handbook of Speech Pathology. New York: Appleton- Century. 1957.

14. Pressey, S. L. School and Society. XXIII, 1926. p. 586.

15. Rosenberg, B.; and Edwards, A. E. "The Performance of Aphasics on Three Automated Perceptual DiscriminationPro- grams," Journal of Speech and HearingResearch. VII, 1964.

16. Rosenberg, B. "The Performance of Aphasics on Automated Visuo- Perceptual Discrimination, Training and Transfer Tasks," Journal of Speech and Hearing Research. VIII, II, 1965.

17. Schiefelbush, R. L.; and Lindsey, M. J. "A New Test of Sound Discrimination,"Journal of Speech and Hearing Disorders. XXIII, 1958.

18. Skinner, B. F. "The Experimental Analysis of Behavior," American Scientist. VL, 1957. p. 343-371.

19. Skinner, B. F. "The Science of Learning and theArt of Teaching," Harvard Educational Review. 1954. p. 86-97.

20. Skinner, B. F. "Teaching Machines," Science. CXXVIII, 1958. P. 969-977.

21. Skinner, B. F. Science and Human Behavior. New York: Macmillian. 1953.

22. Skinner, B. F. Verbal Behavior. New York: Appleton-Century. 1957.

23. Spriestersbach, D. C.; and Curtis, J. F. "Misarticulation and Discrimination of Speech Sounds," QuarterlyJournal of Speech. XXXVII, 1951. p. 483-491.

24. Thorndike, E. L.; and Lorge, I. The Teacher's Wordbook of 30,000 Words. New York: Columbia University Press. 1944.

25. Van Riper, C. S eech Correction: Princi les and Methods.

(3rd ed.) New York: Prentice Hall. 195 .

26. Wepman, J. Auditory Discrimination Test. Chicago, Ill.: Language Research Associates. 1958.

27. Winitz, H.; and Bellerose, B. Sound Discrimination and Sound Learning. Unpublished Paper.

-141-

,necurawa.esq,molrolr7n. APPENDIX A

S Program

Phase I

You are going to hear a lot of sounds, one ata time. When you hear aNsound, push the blue button; whenyou hear any other sound, push the red button. For instance: Nis the blue button sound so you would push the bluebutton when you hear it. All other sounds are red button soundsso you would push the red button when you hear them. Remember push the blue button when you hear //, push the redbutton when you hear any other sound.

1. s 15. s 28. 0 2. s 16. 0 29. z 3.-if 17. s 30. z 4. 4 18. .1 31. lateral (s) 5. s 19. z 32. s 6. 20. s 33. s 7. s 21. z 34. lateral (s) 8. s 22. 35. s 9 23. f 36. whistle (s) r S io. 24. s 37. s 11. f 25. z 38. whistle (s) 12. s 26. $ 39. whistle (s) 13. f 27. s 40. s 14.

Phase II A

I am now going to say some pairs ofwords. In every pair one of the words will have a //sound at thebeginning of it and the other word will not. It is your job to decide which word begins with theNsound. If it is the first word pushbutton #1. If it is the second word push button #2. Fcr example, if I say word #1 lamp, word #2 1- 3 sun -- you would push button #2 because sun begins with theNsound. If I said word #1 sit, word #2fly, you would push button #1 because sit beginswith aisfsound. Don't worry about how to spell thewords, just listen for the /s/ sound. Remember, push button #1 if word #1begins with the /s/ sound. Push button #2 if word #2 beginswith the/A/sound. Listen for the beginnirg of thewords.

1. sorry - large 5. sidewalk- raccoon 2. beautiful -'Saturday 6. add - sad 3. city - into 7. sore - car 4. night - slide 8. seat - eat

A-1 Phase II A(Continued)

46. skirt - thread 9. hawk - sock 47. theatre - sneeze 10. mail - sail 48. soap - throne 11. bid - said 49. splash . thank 12. soon . noon 50. thorn - sparkle 13. sandy - candy 51. zoo - seem 14. in - skin 52. sleeve a zone 15. art . smart 53. supper - zero 16. spend - end 54. cent a shut 17. spell - yell 55. shoe - safe 18. try - sky 56. sir - ship 19. sleigh - play 57. shade - sailboat 20. mile - smile 58. shine - spoon 21. spring - ring 59. smell - should 22. split - lit 60. show - soda 23. slip - lip 61. sugar - seed 24. park.- spark 62. throw - snow 25. sled - led 63. sick - thick 26. spy . pie 64. some - thumb 27, cool a school 65. threw . Sue 28. snow - no 66. spot - thought 29. view a soup 67. thread - spread 30. star - jar 68. sank - thank 31. sunny - funny 69. sing - thing 32. fight - sight 70. throne - stone 33. spin - chin 71. thump - stump 34. fine - sign 72. Sue - zoo 35. stem - them 73. see - she 36. sick - chick scream - cream 74. skip - ship 37. shell - spell 38. wing - swing 75. 76. shade - snake 39. strain - train shovel - snuggle 40. weep - sweep 77. 78. skirt - shirt 41. sunflower - thick shack - smack 42. safety pin . thump 79. 80. shy - sigh 43. salt a thunder 81. sheep - steep 44. three - small 82. stop - shop 45. spray - thought

Phase II B

Now I'm going to say somepairs of words. In these pairs 03/sound at the end of it -- the one of thesewords will have other will not. It is your job todecide which word ends with If it 13 word#2, push /4: If it is word#1 push button #1. button #2. Don't worry about how tospell the words, just listen for the at the end. Remember if word#1 ends with/46 push button #2. with /s/ push button#1. If word #2 ends Listen to the endsound.

A-2 Pbase II B (Continued)

1. yes - no 42. mouth - mouse 2. kid - kiss 43, moss - moth 3 place - plate 44. force - fourth 4. boy - voice 45. shadow - doghouse 5. learn - purse 46. shepherd - perhaps 6. print - press 47. hoops - bush 7. bounce - town 48. jacks - rush 8. top - talks 49. finish - prince 9. think - thanks 50. across - crush 10. cakes .. cape 51. trash - caps peeps - deep 52. face - flash 12. gets - met 53. fence - fresh 13. cap - cats 54. dance - dash 14. pain - paints 55. mush - miss 15. cut - nuts 56. puss - push 16. hates - wait 57. gas - gash 17. use - you 58. mess - mesh 18. how - house 59. leash - lease 19. my - mice 60. shops - shot 20. loss - law 6i. has - grapes 21. race - ray 62. ducks - as 22. lay - lace 63. police - please 23. eye - ice 64. plays - place 24. niece - knee 65. race - raise 25. one - once 66. buzz - bus 26. books - book 67. hiss - his 27. gates - gate 68. fox - fogs 28. racks - rock 69. rise - rice 29. bump - bumps 70. once - ones 30. elephant - elephants 71. frocks - frogs 31. chipmonks - chipmonk 72. docks - dogs 32. tulips - tulip 73. seeds - seats 33. stamp - stamps 74. ropes - robes 34. necks - north 75. pants - pans 35. breath - blouse 76. lass - last 36. eats teeth 77. grasp - grapes 37. cloth - cross 78. cats - cast 38. goose - booth 79. east - eats 39. else - health 80. past - pet. 40. both - boats 81. clasp - claps 41. bath - bats

Phase II C

Now you have listened for words that haveaH sound in the beginning and for words that haveaig/sound at the end. If a word hasaNsound in it, but it is not at the beginning or at the end, we say thattheNsound is in the middle of the word.No matter where theNsound is in the word as long as it is not at the beginning and not atthe end, we say it is in the middle. For example: beside has 04/sound in themiddle of it. Asleep has a/s/sound in the middle ofit. Fast has ate/sound in the middle. This time you are to listen forsome other pairs of words. In these pairs one of the wordswill have aNsound in the middle of it, the other willnot. It is your job to decide which word has theA/soundin the middle. If it is word #1, push button #1. If it is word #2, push button #2.Don't worry about how to spell the words, justlisten for the/it/sound in the middle.Remember, if word )01 has aisisoundin the middle, push button #1. If word #2 has a s/ sound inthe middle, push button #2.

1. baseball - worry 34. pleasure- placecard 2. goodbye - classroom 35. tracer- treasure 3. Easter - garden 36. blessing- everything 4. heavy - icing 37. healthy - parcel 5. aside - ago 38. arithmetic- accident 6. off - ostrich 39. anything- listening 7. gingerbread- gingersnap 40. nicely - nothing 8. wrist watch- river 41. basket- bath tub 9. insect - invite 42. panther - answer 10. ivory - ice cream 43. something- saucer 11. typing- testing 44. master - machine 12. deny - decide 45. motion - mostly 13. rooster - roomy 46. baseball- bushel 14. pasting - painting 47. fishing- fasten 15. handle - handsome 48. iceberg- ocean 16. lobster - lollipop 49. basket- bashful 17. untie - unseen 50. ashamed- escape 18. pigeon- Pittsburgh 51. kissing- cushion 19. master- magic 52. wizard- whisper 20. beside- before 53. sunset - sunshine 21. answer - after 54. crazy - crisscross 22. perfume . person 55. dustpan - dozen 23. infant- instant 56. itself - daisy 24. sister - teacher 57. desert - rooster 25. soapsuds- elephant 58. mistake- music 26. passer - pitcher 59. cousin - custard 27. brother- recess 6o. western- Wednesday 28. oxen - another 61. Thursday- thirsty 29. lesson - leather 62. racer - razor 30. father - foster 63. dizzy - distant 31. also - although 64. lazy - lacey 32. usual- useful 65. east- easy 33. measure - cancel 66. fuzzy - fussy

Phase Transition

Some of these words haveone /s/ sound in them,some of them have two /s/ sounds in them. For instance, sometimehas one /s/

A-4 sound in it. Snowsuit has two/s/ sounds in it.You are to listen carefully and decide how many/s/ sounds there are in a word. If there is one/s/ sound, push button #1. If there are two /s/ sounds, push button#2. Remember if you hear one/s/ sound, push button number 1; if youhear two /s/ sounds) push button number 2.

1. soup 17. sandbox 33. mistakes 2. soups 18. lollipops 34. season 3. sinks 19. circus 35. sells 4. sink 20. circle 36. recites 5. slips 21. haystacks 37. see 6. Christmas 22. thanks 38. seize 7. socks 23. thoughts 39. sunflowers 8. pussycat 24. thoughtless 40. Suzy 9. sin 25. steamboats 41. seesaw 10. sincere 26. sash 42. seasaws 11. suck 27. sheets 43. icicles 12. sick 28. swish 44. eraser 13. six 29. recess 45. erasers 14. first 30. ships 46. mistress 15. suffer 31. refreshments 47. mistresses 16. fistfight 32. zips 48. arrangements

Phase III

Now it is your turn to decidewhere the /s/ sound is. You will hear some words. Every word has a /s/ sound in it. You are to decide if the/s/ sound is in the beginning, the middle or the end of the word. If the word begins with/s/ like sun) push the beginning button. If the word ends withisi like bus, you push the end button. If the word has a /s/ sound somewhere between the beginning and the end of theword like asleep, push the middle button. Remember push the beginning button if the word begins with /s/0 push the middlebutton if the word has the /s/ sound in the middle, and push theend button if the /s/ sound is at the end.

1. sack 14. slide 27. sleep 2. inside 15. castle 28. asleep 3. case 16. tops 29. tax 4. circle 17. scar 30. taxi 5. decide 18. sprinkle 31. stiff 6. less 19. walks 32. fits 7. sell 20. absent 33. pass 8. silver 21. muscle 34. past 9. grass 22. snap 35. last 10. palace 23. dance 36. lass 11. myself 24. dancing 37. boats 12. listen 25. icing 38. boast 13. hospital 26. ice 39. eats Phase III(Continued)

59. thoughts 78. dress 40. east question 79. dresses 41. cast 60. social 80. horses 42. cats 61. 62. sash 81. horse 43. fast shots 82. sees 44. breakfast 63. smash 83. season 45. this 64. shoestore 84. upstairs 46. smooth 65. slush 85. size 47. that's 66. sunshine 86. zips 48. such 67. shops 87. presents 49. choice 68. snowshovel 88. eskimos 50. chase 69. shuts 89. snows 51. months 70. shirts 90. squeeze 52. south 71. 72. seashore 91. serves 53. thLiks seashell 92. baseballs 54. thistle 73. 74. ships 93. Susan 55. thanks snowshoe 94. roosters 56. thumps 75. 76. shapes 95. strawberries 57. thirsty shoestand 58. earthquakes 77.

Phase IV words to you.All of Now I'm goingto say some more /s/ sound in them. I will sayeach word these words have a and one of One of the timesI will use agood /s/ sound twice. /s/ sound the firsttime, will not. If I use a good the times I /s/ sound the second push the firstbutton. If I use a good time, push thesecond button.*

Substitute(i ) 1. Omitted (s) 2..

sandbox skates sometime miss absent snow whisper sing wants yes bicycle speak vest excellent bounce say strong weeks box understand blast possible squeaks seesaw

/s/ sounds. On *On first wordof each groupdistort both last word of each groupdistort just first/s/.

A-6 IV (Continued)

Substitute (t 4. Substitute (15.)

six pussycats cereal side cups careless Thanksgiving fix class serve lasso face spill dress impossible glasses sweep handsome sox swim circus soldier snips

5, Substitute (4) 6. Substitute (f)

since soups kites advance jumps sorry snip rice possible pencil sink yourself sweater looks race Eskimo popsicle skip toaster acts beanstalk baskets mistakes

7, Substitute (z) 8. Substitute (!)

recess spits salad saucer windowsill lights upstairs hope goose sandwich stream rooster scare seed toss loss verse whistle pass instead question storm upsets exclaim sense

A-7 Phase IV (Continued)

9. Distort -- Snort 10. Slight whistle

states snow suit SO city fasten dancing muscle mouse sudden center principal install us swell house addresd plaster ferris wheel ax likes split keeps crisscrcls boyscouts

11. Distort - lateral _(z) 12. Slight frontal lisE

since princess hate smallest sign once lifesaver close yesterday screen December string blouse drink backs sorry spinach useful pasture whisper strawberry gates escapes suit

A-8 R Program

Phase I

You are going to hear a lot of sounds, one ata time. When you hear a /r/ sound, push the blue button; whenyou hear any other sound, push the red button. For instance: /r/ is the blue button sound so you would push the blue button when you hear it. All other sounds are red button soundsso you would push the red button when you hear them.Remember push the blue button when you hear /r/, push the red button whenyou hear any other sound.

1. r 11. r 21. w 2. r 12.Al 22. j

3. (1.3 13. r 23. r 4. r 14. r 24. 1 5. dj 15. s 25. 6. r 16. f 26. 1 7. r 17. w 27. r 8.45 18. r 28. r 9. r 19. w 29. w 10. b 20. r 30. r

Phase II A

I am now going to say some pairs of words. In every pair one of the words will havea /r/ sound at the beginning of it and the other word will not. It is your job to decide which word begins with the /r/ sound. If it is the first word push button #1. If it is the second word push button #2. For example, if I say word #1 lamp, word #2run -- you would push button #2 because run begins with the In sound. If I said word #1 room, word #2 fly,you would push button #1 because room begins with a /r/ sound.Don't worry about how to spell the words, just listen for the /r/ sound. Remember, push button #1 if word #1 begins with the /r/sound. Push button #2 if word #2 begins with the /r/ sound.Listen for the beginning of the words.

1. rat - bed 8. boot - root 2. look - ride 9. cake - rake 3. raccoon - sidewalk 10. bob - rob 4. jumping - running 11. rash - sash 5. box - rock 12. tent - rent 6. recite - delight 13. riddle - middle 7. romp - dump 14. rag - bag

A - 9

.r==z,,-NwasaTc=M,AM'SEMINiOWWWWW. Phase II A (Continued)

15. rule - tool 42. roar - your 16. best - rest 43. roll - yell 17. rug - mug 44. raw - yawn 18. season - reason 145, you - room 19. real - feel 46. rear - year 20. rap - map 47. young - rung 21. ran - man 48. yoke . wrote 22. muff - rough 49. radio - lady 23. hush - rush 5o. liver - rivet 24. rain - pain 51. lead - red 25. sang - rang 52. road . load 26. mash - rash 53. low - row 27. teach - reach 54. rock - lock 28. ready - steady 55. read - lead 29. rust - must 56. lace - race 30. rice - twice 57. wrong - song 31. fight - right 58. waffle - rifle 32. rise - size 59. wipe - rope 33. robin - bobbin 6o. ring - wing 34. road - sewed 61. wait - rate 35. pocket - rocket 62. witch - rich 36. hush - rush 63. round - we and 37. rose - those 64. ways - raise 38. twinkle - wrinkle 65. write - white 39. rope - hope 4o. fun - run 41. yard - raid

Phase II B

Now I'm going to say some pairs of words. In these pairs one of these words will have a /r/ sound at the end of it-- the other will not. It is your job to decide which word ends with /r/. If it is word #1 push button #1. If it is word #2, push button #2. Don't worry about how to spell the words, just listen for the /r/ sound at the end.Remember if word #1 ends with /r /, push button #1. If word #2 ends with /r /, push button #2. Listen to the end sound.

1. car - bank 10. math - more 2. shave - razor 11. another - animal 3. war - boy 12. prepare - puppy 4. clean - spear 13. shovel - scooter 5. water - castle 14. people - paper 6. tear- sheep 15. fun - far 7. favor - fail 16. jar - jam 8. few - for 17. thunder - thumb 9. pair - pain 18. finger - thing

A-10

000,; mvu-4 Phase II B (Continued)

19. melon - motor 46. kitchen- pitcher 20. sour - sound 47. under - kindle 21. pickle - pepper 48. truck - tractor 22. never - next 49. breakfast - before 23. sweater - sweet 50. sailor - sail 24. near - neat 51. dinner - drum 25. bean - bear 52. hanger - hanging 26. spider - speed 53. program - propeller 27. then - there 54. roast - roaster 28. wear - whale 55. ruler - rule 29. fire - fine 56. four - free 30. cage - care 57. farmer - farm 31. young . your 58. roar - rose 32. handle - hammer 59. her - how 33. clear - clean 6o. racer - races 34. share - should 61. rainbow - reindeer 35. fussy . mother 62. singer - single 36. most - motor 63. hour - cow 37. alright - alligator 64. eagle - eager 38. feather - festival 65. bat - batter 39. picture - picnic 66. snore - snow 40, chase - chair 67. were - warm 41. butter - button 68. flower - flurry 42. teach . teacher 69. farm - far 43. toaster - toast 70. bird - purr 44, sauce . saucer 71. barn - bar 45. stir - stay 72. air - arm

Phase II C

Now you have listened for words that havea In sound in the beginning and for words that havea In sound k...t the end. If a word has a /r/ sound in it, but itis not at the beginning or at the end, we say that the /r/ sound is in themiddle of the word. No matter where the /r/ sound is in theword as long as it is not at the beginning and not at the end,we say it is in the middle.For example: Berry has a /r/ sound in the middle of it. Trail has a In sound in the middle of it. Fruit has a Insound in the middle. This time you are to listen for some other pairs of words. In these pairs one of the words will have a /r/ sound inthe middle of it, the other will not. It is your job to decide which word hasthe /r/ sound in the middle. If it is word #1, push button #1. If it is word #2, push button #2. Don't worry about how to spellthe words, just listen for the /r/ sound in themiddle. Remember, if word #1 hasa In sound in the middle, push button #1. If word #2 has a /r/ sound in the middle,push button #2.

A-11 Van

it Phase II C (Continued) 1. afternoon - swimming 27. feast - forest 2. Sunday - arithmetic 28. ice cream - machine 3. barrel - stove 29. icicle . ironing 4. fence - bedroom 30. candle - kangaroo 5. berries - funny 31. largest - longest 6. butterfly - sunshine 32. giraffe - gentle 7. bicycle - camera 33. skating - scaring 8. cast - careful 34. baker - barker 9. automobile - birthday 35. barrel - baffle 10. carrot - candy 36. follow - farming 11. celery - sell 37. secret - select 12. charming - delicious 38. pilot - parrot 13. chase - cherry 39. parade - palace 14. cent - circle 40. hurrah - hula 15. cancel - circus 41. forbid - folded 16. curtain - cushion 42. healing - hearing 17. erase - each 43. golden - garden 18. anybody - everybody 44. narrow - shallow 19. fairies - families 45. firing - filing 20. fireplace - necklace 46. tiring - towing 21. longest - largest 47. bowing - boring 22. marbles - maples 48. morning - mowing 23. many - marry 49. howling - horror 24. ocean - orange 50. horses - houses 25. church - choose 51. matching - marching 26. erase - each

Phase Transition

Some of these words have one In sound in them, some of them have two Insounds in them. For instance, real has one /r/ sound in it. Railroad has two /r/ sounds in it. You are to listen carefully and decide how many In sounds there are in a word. If there is one /r/ sound, push button #1. If there are two /r/ sounds, push button #2.Remember if you hear one /r/ sound, push button number 1; if you hear two/r/ sounds, push button number 2.

1. rock 12. running 23. river 2. railroad 13. remember 24. roof 3. bear 14. return 25. measure 4. berry 15. other 26. strawberry 5. rasberry 16. port 27. grandmother 6. rain 17. report 28. razor 7. raincoat 18. parrot 29. stairway 8. reindeer 19. race 30. butterfly 9. rob 20. erase 31. cherry 10. robber 21. eraser 32. cherries 11. run 22. wristwatch 33. grammar

A-12 Phase Transition (Continued) C] 34. near 4o. wire 46. mirror 35. wear 41. wore 47. library 36. hamburger 42. roar 48. early 37. winner 43. orchard 49. earlier 1 38. rdVter 44. arrow 5o. rider 39. work 45. gingerbread

Phase III

Now it is your turn to decide where the In sound is. You will hear some words. Every word has a /r/ sound in it. You are to decide if the /r/ sound is in the beginning, the middle or the end of the word. If the word begins with In like run, push the beginning button. If the word ends with /r/ like car, you push the end button. If the word has a /r/ sound somewhere between the beginning and the end of the word like alright push the middle button. Remember push the beginning button if the word begins with /r /, push the middle button if the word has the /r/ sound in the middle and push the end button if the /r/ sound is at the end.

1. rocking 25. number 49. gear 2. afternoon 26. answer 5o. giraffe 3. beaver 27. thirsty 51. chair 4. rascal 28. water 52. stared 5. around 29. arithmetic 53. row 6. star 3o. permit 54. war 7. result 31. ruby 55. were 8. ribbon 32. squirrel 56. word 9. rover 33. rust 57. race 10. hair 34. wreath 58. erase 11. picture 35. barrel 59. rectangle 12. marshmallow 36. fairy 60. stairway 13. turkey 37. fair 61. woodpecker 14. bigger 38. scar 62. organ 15. radish 390 scarf 63. learn 16. remind 40. turtle 64. learning 17. surprise 41. race 65. yard 18. better 42. fear 66. yardstick 19. our 43. row 67. ear 20. wrap 44. arrow 68. hear 21. carry 45. care 69. carton 22. rectangle 46. tear 7o. car 23. rest 47. terrible 71. army 24. arrest 48. wrong 72. birth

1-1

1 A-13 Phase IV

Now I'm going to say, some more words to you. All of these words have a In sound in them. I will say each word twice. One of the times I will use a good /r/ sound and one of the times I I1 will not. If I use a good Insound the first time, push the first button. If I use a good /s/ sound the second time, push the second button.*

Omitted Substitute

river terror flower ring room our bridge parade Li door rascal carrot natural ribbon pitcher pair short hurt wearing letter store barn rope dollar raindrop gingerbread

Substitute (n) Substitute (1

railroad rubber stairway sour rear drum door picture through scream short ready whiskers ring giraffe sorry wrinkle around rabbit dinner for start strawberry remember

Substitute Substitute (w)

robber raspberry around cherry robin rat car dear friend bring * On first word of each group distort both In sounds. On last word of each group distort just first /r/.

A-14 ,

Phase IV (Continued).

squirrel three breakfast grocery kangaroo rock grass fire rug park hurray freedom U story 'umbrella read collar berry farm there storm rare pair terrible VI across airplane roar

Distort (between 14-R) Distort (dr)

reindeer razor bring far terrible ribbon smaller pair kangaroo horse carrot sorry door rock sour garden drink through disappear bird leapfrog grocery

Distort (trill) Distort (French r)

furniture return raccoon right forest art brown propeller your fire mark giraffe girl barn picture near crack drip truck wrinkle rice rear orchard

A45 F Program

Phase I

You are going to hear a lot of sounds, one at a time.When you hear a /f/ sound, push the blue button; when you hear any other sound, push the red button. For instance: /f/ is the blue button sound so you would push the blue button when you hear it. All other sounds are red button sounds so you would push the red button when you hear them.Remember push the blue button when you hear /f /, push the red button when you hear any other sound.

1. f 15. f 28. f 2. f 16. f 29. f 3. 1 17. 4' 30. v 4. f 18. f 31. f 5. b 19. f 32. e 6. f 20. 33. s 7. f 21. p 34. f 8. p 22. f 35. s 9. P 23. f 36. f 10. f 24. e 37. e 11. f 25. s 38. f 12. b 26. f 39. v 13. f 27. 40. f 14. p

I am now going to say some pairs of words. In every pair one of the words will have a /f/ sound at the beginning of it and the other word will not. It is your job to decide which word begins with the /f/ sound. If it is the first word push button #1. If it is the second word push button #2. For example, if I say word #1 fly, word #2 zoo -- you would push button #1 because fly begins with the /f/ sound. If I said word #1 zipper, word #2 forest, you would push button #2 because forest begins witha /f/ sound. Don't worry about how to spell the words, just listen for the /f/ sound. Remember, push button #1 if word #1 begins with the /f/ sound. Push button #2 if word #2 begins with the /f/ sound. Listen for the beginning of the words.

1. favorite - box 6. baseball - football 2. lollipop - flower 7. forever - whoever 3. flashlight - Christmas 8. foolish - wish 4. kangaroo - freedom 9. mattress - factory 5. furniture - ice cream 10. realize - fertilize

A-16 Phase II A (Continued)

11. morning - foreign 45. finish - punish 12. frozen - chosen 46. faint - paint 13. frost - crossroad 47. purr - fur 14. toward - forward 48. fair - pair 15. tight - fight 49. found - pound 16. fold - told 50. pail - fail 17. fan - tan 51. pool - fool 18. tear - fear 52. feel - peel 19. firm - term 53. for - pour 20. lamely - family 54. fort - port 21. flower - lower 55. that - fat 22. fruit . loot 56. fair - their 23. filthy - wealthy 57. thresh - fresh 24. weather - feather 58. thinker - finger 25. fish - wish 59. fin - thin 26. first - worst 60. three - free 27. wire - fire 61. throne - phone 28. fine - wine 62. sore - forest 29. alone - phone 63. forty - sporty 30. forget - hornet 64. storm - form 31. follow - hollow 65. sorehead - forehead 32. harm - farm 66. fun - sun 33. fellow - hello 67. same - fame 34. home - foam 68. fled - sled 35. five - hive 69. fine - sign 36. father - bother 70. van - fancy 37. full - bull 71. very - fairy 38. belt - felt 72. fat - vat 39. feed - bead 73. few - view 40. bus - fuss 74. fast - vast 41. fought - bought 75. vault - fault 42. felt - belt 76. van - fan 43. fox . box 77. vine - fine 44. blame - flame

Phase II B

Now I'm going to say some pairs ofwords. In these pairs one of these words will have a/f/ sound at the end of it -- the other will not. It is your job to decide which word ends with /f /. If it is word #1 push button#1. If it is word #2, push button #2. Don't worry about how to spell the words, just listen for the /f/ sound at the end. Remember if word #1 ends with /f /, push button #1. If word #2 ends with/f /, push button #2. Listen to the end sound.

1, sheriff - cowboy 6. toe - tough 2. dog - mischief 7. myself - raisin 3. giraffe - nook 8. chipmunk - enough 4. row - rough 9. think - thief 5. why - wife 10. stiff - stick

A-17 Phase II B(Continued)

11. spoof - spook 44. gruff - grouch 12. stuff - stuck 45, punch - puff 13. it - if 46. couch - cough 14, skit - skiff 47. beef - beast 15. cut - cuff 48. sheriff - erase 16. buff - but 49. flies - fluff 17. chief - cheat 50. deaf - dress 18. night - knife 51. grease (z) - grief 19. last - laugh 52. scarf - scars 20. loaf - low 53. leaf - lease 21. life - lie 54. knife - nice 22. told - tough 55. goose - goof 23. old - oaf 56. else - elf 24. woof - wood 57. chafe - chase 25. mud - muff 58, cuff - bathtub 26. half - had 59. enough - with 27. safe - say 60. teeth - tough 28. hoof - hood 61. truth - trough 29. skid - skiff 62. oaf - oath 30. autograph - spiderweb 63. deaf - death 31. snuff - snub 64. Ruth - roof 32. riff - rib 65. sheaf - sheath 33. tin - tiff 66. breathe - brief 34. rough - rub 67. whiff - with 35. tub - tough 68. loaf - loathe 36. cliff - clip 69. wreathe - reef 37. cup - cuff 70. off - of 38. wife - wipe 71. scarf - scarves 39. strife - stripe 72. behalf - behave 40. cap - calf 73. prove - proof 41. leap - leaf 74. half - have 42. snip - sniff 75. relief - relieve 43. whiff - wish 76. belief - believe

Phase II C

Now you have listened for wordsthat have a /f/ sound in the beginning and for words that have a/f/ sound at the end. If a word hs: a/f/ sound in it, but it is not at the beginning or at the end, we saythat the /f/ sound is in the middle of the word. No matter where the/f/ sound is in the word as long as it is not at the beginning and notat the end, we say it is in the middle. For example: rifle has a/f/ sound in the middle of it. Butterfly has a /f/ sound in the middle ofit. Rooftop has a /f/ sound in the middle. This time you are to listen for some other pairs of words. In these pairs one of the words will have a /f/ sound in the middle of it,the other will not. It is your job to decide which wordhas the /f/ sound in the middle. If it is word #1, push button#1. If it is word #2, push button #2. Don't worry about how to spell the words, justlisten for

A-18 the /f/ sound in the middle.Remember, if word #1 has a /f/ sound in the middle, push button #1. If word #2 has a /f/ sound in the middle, push button #2.

1. lifetime - kangaroo 22. riper - rifle 2, baseball - profession 23. depend - defend 3. breakfast - Sunday 24. suffer - supper 4. cowboy - refreshments 254 shifting - shipping 5. playful - sandbox 26. after - either 6. soldier - different 27. rather - refer 7. portable - comfortable 28. offer - father 8. bashful - beetle 29. laughter - lather 9. safely - certainly 30. dither - differ 10. little - laughing 31. firefly - wealthy 11. rattle - raffle 32. athlete - affect 12. mutton - muffin 33. ether - effort 13. baffle - battle 34. author - office 14. comfort - airport 35. prefer - panther 15. labor - lifesaver 36. rooftop - Ruthie 16. roughly - bubbly 37. effort - Ethel 17. waddle - waffle 38. ruthless - roofless 18. soda - sofa 39. television - telephone 19. prefer - prepare 40. mouthful - measure 20. sniffle - ripple 41. useful - usual 21. taffy - happy

Phase Transition

Some of these words have one /f/ sound in them, some of them have two /f/ sounds in them.For instance, feel has one /f/ sound in it. Fluffy has two /f/ sounds in it. You are to listen carefully and decide how many /f/ sounds thereare in a word. If there is one /f/ sound,' push button #1. If there are two /f/ sounds, push button #2.Remember if you hear one /f/ sound, push button number 1; if you hear two /f/ sounds, push button number 2.

1. fair 15. photo 29. phone 2. french fries 16. fireman 30. telephone 3. ferriswheel 17. flip flop 31. phonograph 4. coffee 18. tough 32. autograph 5. photo 19. fruit fly 33. life 6. photograph 20. fruitful 34. lifesaver 7. fender 21. safety pin 35. face 8. defender 22. tough 36. funnyface 9. awful 23. firefly 37. feathers 10. fan 24. leaf 38. fanfare 11. fanfare 25. elephant 39. sourface 12. waffle 26. fish 4o. falseface 13. sheriff 27. fishfry 4l. stuff 14. cough drop 28. fishing 42. fulfill

A-19 Phase Transition(Continued),

43. fitful 48. fist 53. faith 44. forever 49. fistful 54. faithful thirty four 45. foolish 50. fist fight 55. 46. foodstuff 51. fluffy 56. thief 47. shuffle '52. fluff 57. alfalfa

Phase III

Now it is your turn todecide where the/f/ sound is. You will hear some words. Every word has a/f/ sound in it. You are to decide if the/f/ sound is in the beginning, the middle or the end of the word. If the word begins with/f/ like funny, push the beginning button. If the word ends with/f/ like calf, you push the endbutton. If the word has a/f/ sound somewhere between the beginning and the endof the word like trafficpush the middle button.Remember push the beginningbutton if the word begins with/f /, push the middle button if the word hasthe Insound in the middle and push theend button if the/f/ sound is at the end.

1. fun 21. wife 41. telephone 2. coffee 22. trough 42. refresh 3. laugh 23. lifesaver 43. fresh 4. fall 24. life 44. refreshment 5. awful 25. face 45. flavor 6. off 26. safe 46. favorite 7. fine 27. safety pin 47. favorites 8. refine 28. softest 48. enough 9. after 29. soft 49. left 10. puff 30. fast 50. rough 11. powder puff 31. fasten 51. ruffle 12. elephant 32. breakfast 52. raft 13. cuff 33. staff 53. rafts 14. cufflink 34. stuff 54. fourth 15. foolish 35. fuss 55. flame thrower 16. shelf 36. fussy 56. thief 17. selfish 37. refuse 57. faith 18. fish 38. fuse 58. thrift 19. flashlight 39. feet 59. thrifty 20. paragraph 40. giraffes

Phase IV

Now I'm going to say some more words to you. All of these words have a /f/ sound in them. I will say each word twice. One of the times I will use a good/f/ sound and one of the times I will not. If I use a good /f/ sound the firsttime, push the

A-20 Phase IV (Continued)

first button. If Iuse a good /f/ sound the secondtime, push the second button.*

Omit (f) Substitute (k)

french fries frightful ruffles -- beautiful puff brief football frozen myself giraffe elephant afternoon frame playful knife rough scarf lifesaver flashlight flight daffodil theif phonograph fifteen

Substitute 1) Substitute (b)

forty-four falseface muffin leaf sheriff offer film frame fact sunflower stuff goof safety pin buff mischief free telephone scuffed cliff farther fellow shuffle faithful fifty

Substitute (f) Substitute(p)

fifty-four fanfare before effective muff loaf myself flat roughly calf fry microphone fate ferriswheel afternoon different life sniff

On first word of eachgroup distort both /f/ sounds. On last word of eachgroup distort just first /f/.

A-21 Phase IV (Continued)

coffee frost fish prefer fife flavorful

Substitute (i) Substitute (s)

fluff flat foot traffic chief tough finish feet office paragraph half perfume laughter scarf felt feather sniff coughing flag bashful proof gruff lifeboat forty-five firefly

Substitute(e) Substitute (v)

photograph alfalfa puff furniture waffle ruffle freeze flea enough wife grief beef after infect fast finish fog refreshment rifle behalf brief cough fruit fly fifty

Distort (mild) Distort (severe)

flip flop fluffy favorite grapefruit muffler often if truthful lofty elf fringe flip cufflink rafter self fudge off effect form frog finish fantastic foodstuff fitful

A-22 LProem

Phase I When to hear a lotof sounds, oneat a time. You are going hear any /1/ sound, push the bluebutton; when you you hear a /1/ is the the red button. For instance: other sound, push button when you ti blue button sound soyou wouldpush the blue red button sounds soyou would hear it.All other sounds are blue when you hearthem. Remember push the push the red button when you hear any button when youhear /1/, pushthe red button other sound.

u 28. 1. 1 15. 29. 1 2. 1 16. 1 3o. w 3. m 17. j 31. 1 4. 1 18. 1 32. AU u 19. r 5. 33. 1 6. 1 20. 1 34. w 7. r 21. 1 35. distort (1) 8. u 22. au 36. 1 9. 1 23. 1 37. 1 10. b 24. au 38. w 11. j 25. j 39. distort (1) 12. 1 26. au 4o. 1 13. 1 27. 1 14. r

Phase II A In every pair I am now goingto say some pairsof words. /1/ sound at the beginningof it and one of thewords will have a to decide which word the other word willnot. It is your job word push button begins with the/1/ sound. If it is the first button #2.For example, if I #1. If it is thesecond word push would push button+1 because say word#1 lamp, word #2 zoo -- you #1 zipper, word lamp begins withthe /1/ sound. If I said word lady begins with a/1/ #2 lady, you would pushbutton #2 because words, just listenfor Don't worry abouthow to spell the sound. #1 begins with the /1/ sound.Remember, pushbutton #1 if word with the /1/ the /1/ sound. Push button#2 if word #2 begins beginning of the words. sound. Listen for the

5. lake - ache 1. lion - baby 6. east - least 2. hot dog - letter 7. own - loan 3. lamb - 8. moose - loose 4. lemon - question.

A-23 Phase II A (Continued)

9. looking - cooking 45. rung - lung 10. lunch - crunch 46. ladder - rather 11. lip - dip 47. limb - rim 12. choose - lose 48. river - liver 13. give - live 49. long - wrong 14. lot - hot 50. law - raw 15. blizzard . lizard 51. lucky - you 16. lazy - hazy 52. yank - lift 17. half - laugh 53. yard - lard 18. letting - getting 54. least - yeast 19. lariat - chariot 55. yearn - learn 20. loon - spoon 56. yacht - lot 21. spice - lice 57. losing - using 22. lend - spend 58. yet - let 23. leap - sleep 590 yes - less 24. slow . low 60. young - lung 25. lumber - slumber 61. lawn - yawn 26. slice - lice 62. loaf - wood 27. least - feast 63. weaken - least 28. line - fine 64. lesson - western 29. fog - log 65. wiggle - legal 30. light - flight 66. link - wink 31. loot - flute 67. wife - life 32. limb - thin 68. leather - weather 33. theater . leader 69. lay - way 34. lot - thought 70. went - lent 35. lick - thick 71. lead - weed 36. theft - left 72. whip - lip 37. link - think 73. wine - line 38. latch - thatch 74. lie - why 39. thief - leaf 75. wet - let 40. rising - license 76. leaving - weaving 41. leak - reap 77. wed - led 42. locker - rocker 78. weep - leap 43. race - lace 79. wake - lake 44. rain - lane 80. lagging - wagging

Phase II B

Now I'm going to say some pairs of words. In these pairs one of these words will have a/1/ sound at the end of it-- the other will not. It is your job to decide which word ends with /1/. If it is word #1 push button #1. If it is word #2, push button #2. Don't worry about how to spell the words, just listen for the /1/ sound at the end. Remember if word #1 ends with /1 /, push button #1. If word #2 ends with /1 /, push button #2.Listen to the end sound.

A-24 Phase II B (Continued)

1. doorbell . hotdog 29. far - fall 2. music - whistle 30. weaver - weevil 3. giggle - grapefruit 31. more - mole 4. sandal - sandbox 32. sample - sampler 5. pirate - purple 33. pail - pair 6. bathtub - bubble 34. out - owl 7. apron - April 35. seashore - seashell 8. miserable - misery 36. ball - bar 9. pull - pond 37. tower - towel 10. turkey - turtle 38. girdle - girder 11. automatic . automobile 39. eagle - eager 12. camel - camera 40. tire - tile 13. popeye - popsicle 41. brow - boil 14. spinach - spindle 42. cow - kill 15. body - bottle 43. Nell - now 16. hospital - doctor 44. rile - row 17. angle - anchor 45. pow - pull 18. terror - terrible 46. chow - shall 19. door - doll 47. sell - sow 20. fool - fur 48. howl - how 21. bicycle - rider 49. player - football 22. pepper - pebble 50. angel . legion 23. poor - pool 51. lease - seal 24. saddle - sadder 52. final - laughing 25. car - call 53. missile - listen 26. fail - fair 54. pool - loop 27. pickle - picker 55. elbow - wobble 28. meal - mere 56. tail - late

Phase II C

Now you have listened for words that have a/1/ sound in the beginning and for words that have a /1/ sound at the end. If a word has a /1/ sound in it, but it is not at the beginning or at the end, we say that the/1/ sound is in the middle of the word.No matter where the /1/ sound is in the word as long as it is not at the beginning and not at the end, we say it is in the middle. For example: yellow has a /I/ sound in the middle of it. Flower has a /1/ sound in the middle of it. Balloon has a/1/ sound in the middle. This time you are to listen for some other pairs of words. In these pairs one of the words will have a/1/ sound in the middle of it, the other will not. It is your job to dt.Jide which word has the /1/ sound in the middle. If it is word #1, push button #1. If it is word #2, push button #2. Don't worry about how to spell the words, just listen for the /1/ sound in the middle. Remember, if word #1 has a /1/ sound in tha middle, push button #1. If word #2 has a /1/ sound in the middle, push button #2.

A-25 Phase II C(Continued) brew - blue 1. hello - donut 37. 2. away - welcome 38. free - flea broom . bloom 3. balloon - cookies 39. 4. fast - silly 40. clock - crock plop - prop 5. school bus - anxious 41. 6. feather - dollar 42. grew - glue 7. mice . violet 43. Nebraska - Alaska 8. allowing - amazing 44. relapse - rewraps coward - collar 9. mellow - meadow 45. relate - reward 10. paper - paleface 46. seaweed - ceiling 11. handkerchief - halo 47. 12. magic - mailbox 48. relay - roadway 13. baloney - banana 49. William - wigwam 14. really - racket 50. awake - asleep 15. recite . polite 51. molar - lower 16. false - face 52. wayward - welcome tolling - towing 17. washing - waltzing 53. 18. foghorn - follow 54. onion - unless 19. tulip - horseshoe 55. taller - tower forewarn - forelorn 20. July - junior 56. 21m sailor - raindrop 57. palace - powder 22. perish - publish 58. canyons - candles 23. horrid - hollow 59. doubting - daily 24. follow - forest 60. howling - Howard 25. seldom - sorry 61. walrus - wall 26. alarm - around 62. sell - celery 27. garden - golden 63. felt - fell 28. bellow - borrow 64. roll - rolled 29. early - every 65. fault - fall 30. border - boulder 66. goal - gold 31. solo - sorry 67. shell - shelf 32. fearing - feelings 68. mild - mile 33. purse - pulse 69. slim - swim 34. very - valley 70. sleeper - sweeper 35. pilot - pirate 71. left - felt 36. clean - cream 72. rally - Larry

Phase Transition

Some of these words have one/1/ sound in them, some of them have two /1/ sounds in them.For instance, measles has one /1/ sound in it.. Lollipop has two/1/ sounds in it. You are to listen carefully and decide how many/1/ sounds there are in a word. If there is one/1/ sound, push button ;01. If there are two /1/ sounds, push button#2.Remember if you hear one/1/ sound, push button number 1; if youhear two /1/ sounds, push button number 2.

A-26 Phase Transition(Continued)

1. like 20. salt 38. flannels 2. likely 21. school girl 39. willow 3. pail 22. flashlight 40. yearly 4. hill 23. flash 41. loyal 5. hillbilly 24. marshmallow 42. loyally 6. lilac 25. ladle 43. yellow 7. lie 26. willy-nilly 44. jelly roll 8. umbrella 27. wool 45. royally 9. balloon 28. owl 46. royal 10. milk 29. lawless 47. little 11. lonely 30. handlebar 48. lower 12. alone 31. lowly 49. flower 13. looking glass 32. folk tale 50. wildly 14. looking glasses 33. whirlpool 51. believe 15. allowed 34. wheelbarrow 52. believable 16. loudly 35. wolf 53. unbelievable 17. lollipop 36. wolves 54. Philadelphia 18. lady 37. flannel 55. talcum powder 19. landlady

Phase III

Now it is your turn to decide where the/1/ sound is. You will hear some words.Every word has a /1/ sound in it. You are to decide if the /1/ sound is in the beginning, the middle or the end of the word. If the word begins with/1/ like look, push the beginning button. If the word ends with /1/ like ball, you push the end button. If the word has a /1/ sound somewhere between the beginning and the end of the word like believe push the middle 'button. Remember push the beginning button if the word begins with /1/, push the middle button if the word has the /1/ sound in the middle and push the end button if the /1/ sound is at the end.

1. lady 16. fell 31. child 2. believe 17. let 32. children 3. mail 18. letter 33. ill 4. cereal 19. tall 34. pill 5. marshmallow 20. lot 35. pillow 6. lemon 21. bubble 36, glum 7. lemonade 22. leap 37. lump 8. alone 23. asleep 38. pole 9. lone 24. long 39. tadpole 10. only 25. belong 40. cantalope 11. fall 26. purple 41. lizard 12. falling 27. lay 42. blizzard 13. all 28. alley 43. lag 14. also 29. alligator 44. flag 15. fellow 30. lawyer 45. listen

A-27 Phase III (Continued)

46. glisten rail 66. lurk 47. glass 57. railroad 67. will 48. sell 58. roll 68. willing 49. blouse 59. rollerskate 69. while 50. louse 60. learn 70. wily 51. easel 61. ladybird 71. wild 52. easily 62. early 72. wool wolf 53. bottle 63. earlier 73. 54. lighthouse 64. curl 74. glowing 55. slight 65. curly

Phase IV

Now I'm going to say some morewords to you.All of these words have an/1/ sound in them. I will say each word twice. One of the times I will use agood /1/ sound and one of thetimes I will not. If I use a good/1/ sound the first time, push the first button. If I use a good/1/ sound the second time, push the second button.*

Omit (1) Substitute(4)

level lily valley stencil lesson collar squeal like gallon quarrel whistle blue special handle leap frog glove hotel wheelbarrow telephone miracle lucky seagull general elephant taller ugly school bus lung flashlight jellyroll

Substitute(i) Substitute (r)

lonely table cloth hello watermelon lark lunch feel flake black less silk turtle * On first word of each groupdistort bcth /1/ sounds. On last word of each groupdistort just first /1/.

A-28 Phase IV (Continued) polliwog shallow flip flood football island final steering wheel golden tassle bowling California lame rattling middle pull lollipop police leather delight lately (underwater 1) Substitute (w)(final becomesDistort almost 0 )

wholesale little balance outlaw library loaf meal beautiful please platoon tunnel title color melody play flat ball ideal jello silly longer lame collect alphabet rustler sail school diesel unleash willy-nilly noodle windowsill unbelievable 1) Distort (1-d) Distort (glottal

lordly lonely elsewhere alike lion least mechanical farewell blend climate cancel rifle relax collapse gloomy foolish evil original unless elevator lean lumber windmill coal squirrel solution bullet plug ladle flannel

A-29 K Program

Phase I

You are going to hear alot of sounds, one at atime. When hear any you hear a/k/ sound, push the blue button; when you other sound, push the redbutton. For instance: /k/ is the blue button sound so youwould push the blue button when youhear it. All other sounds are red buttonsounds so you would push the red button when you hearthem. Remember push the blue button when you hear/k /, push the red button when you hear myother sound.

1. k 15. d 28. k 2. k 16. d 29. t 3 f 17. k 30. t 4. k 18. d 31. k 5. k 19. p 32. t 6. 1 20. k 33. t 7. r 21. k 34. k 8. h 22. p 35. k 9 4.5 23. k 36. g 10. k 24. p 37. k 11. k 25. k 38. g 12. lc 26. k 390 g 13.41 27. 9 40. k 14. k

Phase II A

I am now going to say some pairsof words. In every pair one of the words willhave a /k/ sound at the beginning ofit and the other word will not. It is your job to decide which word begins with the/k/ sound. If it is the first word push button #1. If it is the second word push button#2. For example, if I say word #1 kiss, word#2 boy -- you would push button #1 because kiss begins with the/k/ sound. If I said word #1 hay, word #2 car, you would push button#2 because car begins with a /k/ sound. Don't worry about haw to spell the words, justlisten for the /k/ sound. Remember, push button #1 if word#1 begins with the /k/ sound.Push button #2 if word #2 begins with the /k/ sound.Listen for the beginning of the words.

1. careful . snow 5. come - lesson 2. father - cowboy 6. leave - cave 3. kiss - farm 7. qualify - lemon 4. foot - key 8. camera - log

A-30 il.s.C1111.1tr

Phase II A (Continued)

9. light - kite 53 cries - dries 10. lamb - clam 54. cousin - dozen 11. yawn - calm 55. palace - carload 12. canary - man 56. cancel - pencil 13. cover - mover 57. piano - canoe 14. moth's - clothes 58, passing - kissing 15. mission - cushion 59 came - pain 16. kind - mind 6o. pearly - curly 17. carry - marry 61. punch - crunch 18. ham - can 62. proud - crowd 19. kindle - handle 63. clay - play 20. heap - creep 64. clump - plump 21. queer . hear 65. page - cage 22. coffee - jiffy 66. quarter - porter 23. camel - jumble 67. telephone - carriage 24. jeep - keep 68. kick - pick 25. crab - jab 69, kitchen . touching 26. claw - jaw 7o. tunnel - kennel 27. join - coin 71. turtle - kernel 28. cool - jewel 72. crunch - trench 29. chill - castle 73. quack - track 30. Christmas - children 74. climb - time 31. queen - chain 75. tried - cried 32. chatter - clatter 76. toast - coast 33. careful - cheerful 77. tight - kite 34. chum - crumb 78, cold - told 35. keys - cheese 79. call - tall 36. crime - chime 80. table - cable 37. crew - chew 81. tea - key 38. chow - cow 82. cock - talk 39. cane - chain 83. cannon - gallon 40. kneel - call 84. goose - course 41. kill - know 85.garage - courage 42. climb - knife 86. glove - clove 43. college - knowledge 87. could - good 44. dog - conceal 88. guard - card 45. comb - dumb 89. colder - golden 46. common - diamond 9o. crumble grumble 47. did - kick 91. glass - class 48. cream - dream 92. glue - clue 49. collar - dollar 93. crow - grow 50. dandy - candy 94. crate - great 51. dear - queer, 95. gave - cave 52. canary - dairy

Phase II B

Now I'm going to say some pairs of words. In these pairs one of these words will have a/k/ sound at the end of it the

A-31 phase II B (Continued)

other will not. It is your job to decidewhich word ends with /k/. If it is word #1 push button#1. If it is word #2, push button #2. Don't worry about how to spellthe words, just it listen for the/k/ sound at the end. Remember if word #1 ends with /k /, push button#1. If word #2 ends with/k/, push button n #2. Listen to the end sound. 1. haystack - farmer 39. smack - smash 2. summer - unhook 40. dish - disk 3. flock - bunny 41. lounge - lack 4. monk - money 42. dodge - dock 5. snow - snowflake 43. risk - ridge hoe - hook 44. sink - singe 111 6. 45. lunge - luck 7. milk - mill 8. tall - talk 46. bridge - brick 9. stick - still 47. fork - forge 10. mistook - mister 48. ache - age 11. bank - band 49. hitch - homesick 12. work - word 50. ink - inch 13. rod - rock 51. pitch - pick 14. made - make 52. wick - witch 15. layed - lake 53. snack - snatch 16. speak - speed 54. break - bracelet 17. brink - brim 55. boot - book 18. listen - lick 56. sack - sat 19. alone - alike 57. sick - sit U 20. pink - pin 58. park - part 21. bark - barn 59. dart - dark 22. thin - thick 60. hark - heart 23. wasp - walk 61. cheat - cheek 24. musk - map 62. like - light 25. help - hawk 63. rock - wrong 26. trick - trap 64. bang - bank 27. look - loop 65. sank - sang 28. soak - soap 66. rang - rank 29. rap - rack 67. wink - wing think - thing it 30. chip - chick 68. pollywog - tomahawk 31. lick - lip 69. 32. shock - shop 70. brick - brag 33. raise - rake 71. snack - snag 34. look - loose 72. lock - log 35. worse - work 73. dug - duck 36. mask - mass 74. wick - wig leak - league 37. cloth - clock 75. 38. toothache - toothbrush

A-32 Phase II C

Now you have listened forwords that have a/k/ sound in the beginning and for words thathave a /k/ at the end. If a word has a /k/ sound in it, but itis not at the beginning or at the end, we say that the/k/ sound is in the middle of the word.No matter where the/k/ sound is In the word as long as it is not at the beginning and not atthe end, we say it is in the middle.For example: monkey has a /k/ sound in the middle of it. Package had a /k/ sound in the middle of it.Looking has a /k/ sound in the middle. This time you are to listen for some other pairs of words. In these pairs one of the words will have a /k/ sound in the middle of it, theother will not. It is your job to decide which wordhas the /k/ sound in the middle. If it is word #1, push button#0, If it is word #2, push button #2. Don't worry about how to spell the words, justlisten for the /k/ sound in the middle.Remember, if word #1 has a/k/ sound in the middle, push button#1. If word #2 has a /k/ sound in the middle, push button#2.

1. eskimo - baseball 32. midget - secret 2. straw - tinker 33. adjourn - acorn 3. twinkle - twilight 34. badger - baker 4. selfish - section 35. bucket - budget 5. popsicle - popeye 36. doctor . dodger 6. palace - package 37. mischief - flicker 7. seeing - seeking 38. punching - pumpkin 8. recline - reline 39. watched- - wicked 9. charcoal - charming 40. picture - pitcher 10. buoyant - boy scout 41. section - session 11. lining - liking 42. waiting - baking 12. money - monkey 43. uncle - until 13. pickel - pimple 44. turkey - turtle 14. drinking - dribble 45. frosty - friskey 15. absent - accent 46. walker - water 16. fixing - fibbing 47. mustard - musket 17. obey - okay 48. packing - patting 18. hockey - hobby 49, rocking.- rotting 19. riddle - wrinkle 50. certain - circus 20. flicker - fiddler 51. racks - rats 21. looking - loading 52. spring - sprinkle 22. knocking - nodding 53. hanky - hanger 23. speeder - speaker 54, wringer - wrinkle 24. occur - odor 55. sinking - singing 25. explain - airplane 56. anchor - anger 26. snicker - snipper 57. engage - escape 27. choppy - chalky 58. excellent - eggshell 28. circle - purple 59. raccoon - dragon 29. oxen - open 6o. ashcan .afghan 30. acid - accept 61. eagle - equal 31. inkwell engine 62. beacon - begun

A-33 Phase II C(Continued)

68. quarter - awkward 63. logger - locker drinking - clinging 64. backing - bagging 69. breaking - creating 65. ankle - angle 70. package - cabbage 66. climbing - recline 71. kitchen - chicken 67. accompany - company 72.

Phase Transition

Some of these words have one/k/ sound in them, some of them have twu/k/ sounds in them. For instance, kiss has one /k/ sound in it.Cake has two/k/ sounds in it. You are to listen carefully and decidehow many /k/ sounds there arein a word. If there is one/k/ sound, push button #1. If there are two /k/ sounds, push button#2. Remember if you hear one/k/ sound, push button number 1;if you hear two/k/ sounds, push button number 2.

1. kiss 18. apricot 35. echo 2. workbook 19. apricots 36. quick 3. crisscross 20. microscope 37. quill 4. crossing 21. magic 38. quiet 5. cracked 22. magical 39. quite 6. cracker 23. complicate 40. quack 7. crack 24. complication 41. quake 8. crawl 25. complete 42. extra 9. cook 26. complex 43. excellent 10. crook 27. complement 44. extract 11. crooked 28. elect 45. clog 12. clocked 29. election 46. clogged 13. locked 30. technique 47. kindergarten 14. locker 31. technical 48. boxing gloves 15. clerk 32. tax 49. Greeks 16. candle 33. taxi 50. creeks 17. candlestick 34. taxicab

Phase III

Now it is your turn todecide where the/k/ sound is.You will hear some words. Every word has a/k/ sound in it. You are to decide if the/k/ sound is in the beginning, the middle or the end of the word. If the word begins with/k/ like kiss, push the beginning button. If the word ends with/k/ like hike, you push the end button. If the word has a/k/ sound somehwere between the beginning and the end of theword, like monkey, push the middle button.Remember push the beginning button ifthe word begins with /k/, push the middle button if theword has the /k/ sound in the middle and push the endbutton if the /k/ sound is at the end.

A-34 Phase III(Continued)

61. pogo stick 1. key 31. backs 62. cage 2. baker 32. six 63. jacket 3. work 33. sick 64. magic 4. sink 34, mix 65. jack-o-lantern 5. ice cream 35. mixer 66. stagecoach 6. color 36. fix 67. catch 7. neck 37. fixes 68. chick 8. coffee 38. tack 69. chicken 9. raccoon 39. tax 70. choir 10. crown 40. quit 71. require 11. cross 41. squash 72. crunch 12. whiskers 42. squeeze 73. chocolate 13. drink 43. slick 74. screech 14. ache 44. scratch 75. bucket 15. request 45. screen 76. kitchen 16. breakfast 46. quaint 77. tomahawk 17. stake 47. excellent 78. king 18. take 48. excite 79. cling 19. taken 49. cupboard 80. marketing 20. come 50. bracket 81. drinking 21. income 51. blackboard 82. kangaroo 22. count 52. brook 83. cargo 23. recount 53. dike 84. glee club 24. honk 54. codfish 85. garlic 25. honks 55. awkward 86. rectangle 26. kiss 56. yardstick 87. gigantic 27. kisses 57. carpenter 88. Thanksgiving 28. quart 58. pelican photographic 29. quarter 59. chipmunk 89. 30. back 60. caterpiller

Phase IV

Now I'm going to say somemore words to you.All of these twice. One words have a/k/ sound in them. I will say each word of the times I will use agood /k/ sound and one ofthe times I will not. If I use a good/k/ sound the first time, push the first button. If I use a good/k/ sound the second time, push the second button,* -{]

',MORRIS r * On first word of each groupdistort both /k/ sounds. On last word of each groupdistort just first/k/.

A-35 Phase IV (Continued)

Omitted (k) Substitute (b)

workbook candlestick coffee comb duck captain pussycat beanstalk cannon snake mistake fork boy scout turkey trick excellent kitten cardboard walks magic skirt dark crisscross craker

Substitute (d) Substitute (p)

crackerjack crooked capful chocolate basket come stock cotton pelican snake book yardstick kitchen breakfast popsicle truck look squirrel quiet company kindergarten elastic cake quake

Substitute (d ) Substitute

technique taxicab ice cream crayon cowboy take kiss ask circus tricycle chipmunk color sparkle accept accident chick neck cape brook twinkle case fox complex microscope

A-36

Li Phase IV (Continued)

Substitute (t) Substitute (g)

quack clerk cat cup scatter because brook sock thumbtack spark queen overcoat curtain creep smack drink trick secret kept clean quite quarter technical complex

Distort - Snort Distort - Glottal Stop

quick clock snowflake inkwell eskimo park kindle coin alike doctor speaker carload toothache mask canary homesick knocking oxen carriage pumpkin crime careful cackle extract

Distort - Gutteral

excavate homesick thick kernel musket clump bucket tomahawk cousin dock wrinkle cookie

A-37 G Program

Phase I

You are going to hear a lot of sounds, oneat a time. When you hear a/g/ sound, push the blue button; when you hear any other sound, push the red button.For instance: /g/ is the blue button sound so you would push the blue buttonwhen you hear it. All other sounds are red button sounds so youwould push the red button when you hear them,Remember push the blue button when you hear/g/, push the red button when you hear any other sound.

1. g 15. t 28. d 2. g 16. t 29. g d 3. z 17. g 30. 4. r 18. b 31. g 5. g 19. b 32. g 6. d3. 20. g 33. d 7. g 21. g 34. k 8. ds 22. 0 35. g 9. m 23. g 36. k 10. g 24. 0 37. g 11. g 25. g 38. k 12. g 26. g 39. k 13. t 27. d 40. g 14. g

Phase II A

I am now going to say some pairs ofwords. In every pair one of the words will have a/g/ sound at the beginning of it and the other word will not. It is your job to decide which word begins with the /g/ sound. If it is the first word push button #1. If it is the second word push button#2. For example, if I say word#1 gas, word #2 lion -- you would push button #1 because gas begins with the/g/ sound. If I said word #1 house, word #2 game, you would push button#2 because game begins with a /g/ sound. Don't worry about how to spell the words, just listen for the /g/ sound. Remember, push button #1 if word #1 begins with the /g/ sound. Push button #2 if word #2 begins with the/g/ sound. Listen for the beginning of the words.

1. gardener - sheriff 7. grape - ape 2. feather - gum 8. growl - owl 3. given - zebra 9. listen - glisten 4. halloween - goblin 10. haze - gaze 5. goat - rope 11. release - geese 6. river - ghost 12. guess - mess

A-38 Phase II A(Continued) greet - treat 13. gush - mush 58. 59. guessed - test 14. yard pm guard tied -.guide 15. year gear 50. garnish - tarnish 16. gutter . putter 51. diamond . gamble 17. gave . pave 52. gorgeous - dangerous 18. prayer - glare 53. group - troop 19. glad plaid 54. 55. dime - grime 20. prove - groove gleam - dream 21. golden - balloon 56. 22. gladly - boldly 57. drew - glue drove - grove 23. gather - bother 58. gloom - doom 24. best . guess 59. dumb - gum 25. guide - bride 60. drain - grain 26. gun - bun 61. drape - grape 27. blew . grew 62. guy . die 28. gloom - bloom 63. gaily - daily 29. gnat - get 64. 30. groom - gnome 65. doe - go gull - dull 31. gallon - jello 66. cannon - gallon 32. jaunt - gauze 67. goose - course 33. grumpy jumpy 68. garage - courage 34. juice . goose 69. clove - glove 35. guilt . jilt 70. growl 36. gust - just 71. crawl 37. get - jet 72. game - came good - could 38. jab - grab 73. guard - card 39. grocery . tall 74. kill - gill 40. fall - groceries 75. cold . gold 41. governor - telephone 76. crow . grow 42. gasoline - trampoline 77. 43. .gopher . trophy 78. grumble crumble class 44. talent - gallant 79. glass 45. green . tree 80. clue - glue 46. gown - town 81. crate - great gave - cave 47. trip - grip 82.

Phase II B

Now I'm going to say somepairs of words. In these pairs the one of thesewords will have a/g/ sound at the end of it other will not. It is your job to decidewhich word ends with #2, push /g/. It it is word#1 push button #1.If it is word button #2. Don't worry about how tospell the words, just #1 ends listen for the/g/ sound at the end. Remember if word with /g/2 push button#1. If word #2 ends with/g /, push button #2. Listen to the end sound. unclog - warm 1. dog - she 3. house - thug 2. railroad icebag 4.

A-39 Phase II B (Continued)

5. umbrella - backlog 43. log - lodge 6. raisin - plague 44. jug - judge 7. plug . summer 45. wage - wag 8. favor - vague 46. bridge - brig 9. way wag 47. leg - ledge 10. snag - snail 48. rig - ridge 11. intrigue . enter 49. bag - badge 12. handbag - handle 5o. vogue - food 13. water - waterlog 51. raid - rag 14. ham - hamburg 52. wig - wide 15. washcloth - washrag 53. mug - mud 16. iceberg - ice cream 54. rogue - rode 17. underdog - underneath 55. sad - sag 18. firefly - fireplug 56. beg - bed 19. shag - shape 57. dig - did 20. hog - hop 58. pollywog - tomahawk 21. cop - cog 59. break - brag 22. chump - chug 6o. dog - dock 23. lap - lag 61. eek - egg 24. mug - lobe 62. log - lock 25. hub - hug 63. drug - drunk 26. snug - snub 64. tuck - tug 27. nag - nab 65. wig - wick 28. stag - stab 66. leak - league 29. drab - drag 67. fig - fling 30. wallet - birdog 68. peg - pang 31. fog - foot 69. tongue - tug 32. clog - clot 7o. lug - lung 33. sat - sag 71. log - long 34. pig - pit 72. bag - bang 35. bet . beg 73. spring - sprig 36. Meg - met 74. brig - bring 37. kept - keg 75. bowleg - bowling 38. dialogue - orange 76. snug - snuggle 39. nutmeg - nudge 77. smuggle - smug 40. huge - hug 78. bug - buggy 41. large . league 79. lagged - lag 42. budge - bug 80. jagged - jag

Phase II C

Now you have listened for words that have a/g/ sound in the beginning and for words that have a/g/ sound at the end. If a word has a /g/ sound in it, but it is not at the beginning or at the end, we say that the/g/ sound is in the middle of the word. No matter where the/g/ sound is in the word as long as it is not at the beginning and not at the end, we say it is in the middle. For example: cigar has a /g/ sound in the middle of it. Tiger has a /g/ sound in the middle of it. Forget has a /g/ sound in

A-4o it Phase II C (Continued) the middle. This time you are to listen for some other pairs of words. In these pairs one of the words will have a /g/ sound in the middle of its the other will not. It is your job to decide which word has the /g/ sound in the middle. If it is r word #1, push button #1. If it is word #2, push button #2. Don't worry about how to spell the words, just listen for the /g/ sound in the middle. Remember, if word #1 has a /g/ sound in the middle, push button #1. If word #2 has a /g/ sound in the middle, push button #2. [1 1. cigar - vanilla 37. average - vinegar 2. traffic - wagon 38. fidget - forget 3. figure - animal 39. lounging - lugging 4. hammer - dragon 40. magnet - magic 5. doughnut - doghouse 41. pigpen - pigeon 6. weighing - wagging 42. fudgy - foggy 7. neighing - nagging 43. loyal - legal 8. fragrant - rreight 44. begger - badger 9. evergreen - ever 45. lodger - logger 10. rained . ragged 46. bugged - budged 11. reset - regret 47. adore - argue 12. journal - jungle 48. organize - ordinary 13. seagull - seal 49. magazine - medicine 14. magazine - maypole 50. cider - cigar 15. wimper - wiggle 51. finger - fiddler 16. sugar - super 52. hundred - hungry 17. flopping . flogging 53. bigger - bidder 18. ripen - rigor 54. muddy - muggy 19. organ - open 55. ogre - odor 20. linger - limper 56. ugly - uncle 21. trigger - tripper 57. escape - engage 22. table - tangle 58. eggshell - excellent 23. umbrella - ungraceful 59. ashcan - afghan 24. ago - elbow 6o. begin - beacon 25. carbon - cargo 61. foxy - foggy 26. signal - symbol 62. become - begun 27. soggy - sobby 63. sinker - single 28. degree - debris 64. fickle - figure 29. vital - vigor 65. eagle - equal , 30. antler - anger 66. rigger - wrinkle 31. tiger - tighter 67. locker - logger r 32. bigger - bitter 68. hanker - haggard 33. barter - bargain 69. decree - degree li 34. beetle - beagle 70. ankle - angle 35. regal - retell 71. anger - anchor 36. regain - retain

A-41 Phase Transition

Some of these wordshave one /g/ sound inthem, some of them have two /g/ sounds inthem. For instance, grasshas one N You are sound in it. Organ-grinder has two/g/ sounds in it. /g/ sounds there are in to listen carefullyand decide how many If there a word. If there is one/g/ sound, push button #1. Remember if you hear one/g/ are two/g/ sounds, push button #2. sound, push buttonnumber 1; if you hear two/g/ sounds, push button number 2.

garbage 1. green 18. wigwam 35. 36. gas 2. geiger counter 19. wigwag 37. gaslight 3. organ-grinder 20. gollywog 38. gargantua 4. gravy 21. pollywog grasshopper 39. gadget 5. hog 22. 40. gauge 6. hogged 23. gap 41. garage 7. ground hog 24. gag gargoyle 8. groundling 25. pig 42. 43. gang 9. grounded 26. pigpen 44. gangrene 10. egg 27. guinea pig girl 11. eggnog 28. pegleg 45. 46. gurgle 12. eggs 29. grab 47. gurgling 13. segregate 30. grabbed 48. hurdy gurdy 14. segment 31. grab bag 49. kangaroo 15. gigle 32. brag 50. catalogue 16. gig 33. braggart 17. wig 34. gargle

Phase III You Now it is your turnto decide where the/g/ sound is. You will hear some words. Every word has a/g/ sound in it. are to decideif the /g/ sound is inthe beginning, the middle /g/ like girl, or the end ofthe word. If the word begins with push the beginning button. If the word ends with/g/ like dog, you push the endbutton. If the word has a/g/ sound somewhere between the beginning andthe end of the word liketiger, push button if the the middle button. Remember push the beginnin; word begins with/g/, push the middle button if the wordhas the /g/ sound in themiddle and push the endbutton if the/g/ sound is at the end.

league 1. gay 8. saga 15. 2. cigar 9. slug 16. ugly 3. hog 10. ghetto 17. argue 4. wag 11. golf 18. monologue isuzzle 5. seagull 12. signal 19. 6. gear 13. gush 20. tongue 7. rug 14. gallop 21. intrigue

A-42 Phase III(Continued) chug 71. goodness 22. ago 47. grouch 72. bird dog 23. go 48. together 73. drug store 24. snug 49. iceberg 74. disregard 25. snuggle 50. toboggan 75. dialogue 26. begun 51. tugboat 76. going 27. gun 52. 77. bragging 28.buggy 53. guidebook 54 jug 78. gathering 29.bug greetings group 55. garbage 79. 30. 80. sleeping bag regroup 56. engage 31. 81. chewing gum braggart 57. luggage 32. 82. grafting 33. brag 58. jig 83. clogging smuggle 59. jiggle 34. 84. digging 35. smug 60. grudge 85. gong regard 61. gorgeous 36. 86. Greek guard 62. gigantic 37. 87. cargo 38. plug 63. nutmeg waterlog 88. keg 39. lug 64. tollgate 89. kangaroo 40. lugged 65. pigtail 90. garlic 41. grill 66. congratulate 91. rectangle 42. pollywog 67. totebag 92. catalogue 43. grape 68. 93. colleague 44. bagpipe 69. argument goddess 94. agriculture 45. pogo 70. 46. plague

Phase IV All of these to say some morewords to you. Now I'm going each word twice. One /g/ sound in them. I will say words have a times I will use a good/g/ sound and one of the Of the times I time, push the If I use a good/g/ sound the first will not. the second time,push first button. If I use agood /g/ sound the secondbutton.*

Omitted (g) Substitute(p) grab bag gollywog regular game gold gush plague foggy engage rag iceberg gallop nutmeg trigger hamburg gripe

* On On first word ofeach group distortboth /g/ sounds. last word of each groupdistort just, first/g/.

,I41. A-43 Phase IV (Continued)

green dialogue forget snug magazine neglect eggnogg gurgle

Substituteb) Substitute (di)

gargantua pegleg gave anger magnet garbage slug fireplug wig punching bag target finger cigar guide gather gorgeous goblin penguin jigsaw rug icebag gold goggles ground hog

Substitute Substitute (1)

segregate giggling 1.01.111. ground chug golden league muggy gush hunger gigantic brag gull dug monologue grill washrag grape forget tug gutter intrigue regret geiger counter congregate

Substitute (d) Substitute (k)

gargantua gargoyle trigger gaze garnish underdog fig begin groove gallon stag grandfather dog house pollywog growl eggshell vinegar gossip vague drug pigpen toboggan gag guinea pig

A-44 Phase IV (Continued)

Substitute ( ) Distort glottal stop,

wigwag organ grinder soggy grumble wiggle legal leg bugle B tugboat wag drag smug linger grief ragged sate vigor log kangaroo plug agriculture sugar gangrene gargle

Distort snort Distort gutteral

good grief green grass good gone tiger organ eagles tag Greek handbag jug regular together guitar frog garden dragon figure sag frog fig saga gurgling pegleg

A45 /I/Program

Phase I sounds, one at a time. When You are going tohear a lot of button; when you hear any you hear a/J./ sound, push the blue /1/ is the blue other sound, pushthe red button. For instance: button when you hearit. button sound so youwould push the blue would push the red All other sounds arered button sounds so you blue button when button when you hearthem. Remember push the hear any other sound. you hear/1/1 push the red button when you

28. s 1. I 15. f 29. f 2. I 16. I 30. 3. g 17. s 31. tr 4. v 18. e f 32. s 5. 1 19. 6. f 20. s 33. f 21. f 34. f (distort) 7. 1 f(distort) 8. I 22. z 35. 36. 9. f 23. f f 10. I 24.3 37.11 38. 11. If 39. f (distort) 12. 26. 4o. f 13. f 27.1 14.

Phase II A

I am now going to saysome pairs ofwords. In every pair one the beginning of it andthe of the words willhave a /I/ sound at decide which word begins other word will not. It is your job to #1. If with the /1/ sound. If it is the firstword push button For example, if I say it is the second wordpush button #2. button #2 because word #1 shoe, word#2 bat -- you would push #1 table, word #2 shoe begins with the/f/ sound. If I said word /I/ shake,, you would pushbutton #2 becauseshake begins with a listen sound. Don't worry about how tospell the words, just for the /1/ sound.Remember, push button#1 if word #1 begins #2 begins with the with the /1/ sound. Push button #2 if word of the words. /f/ sound. Listen for the beginning

1. shadow - girl 6. older - shoulder 2. butterfly - shaft 7. share - air 3. Sharon - train 8. Shirley - early ark - shark 4. walk - shoehorn 9. loot - shoot 5. shriek - eat lc.

A-46 Phase II A(Continued) 40. thin - shin 11. game - shame shrew - threw sharp - harp 41. 12. shamrock - zebra shear - pier 42. 13. shield - zeal river - shiver 43. 14. zone - shown dirt - shirt 44. 15. shell - jello shrewd - crude 45. 16. should - judge 17. shuffle - muffle 46. hop --shop 47. jack - shack 18. sheep - jeep shrimp - valley 48. 19. shelter - sailboat vacate - shaire 49. 20. shrink show - vote 50. spoon - 21. separate - shepti7d shawl - vault 51. 22. shovel - snuggle shrine - vine 52. 23. shampoo - soda 24. vowel - shall 53. 54. shopping - stopping 25. she - V 55. sift - shift 26. shortstop - found 56. shelf - self 27. five - shy 57. stock - shock 28. shade - faith 58. snowman - showman 29. flabby - shabby 59. short - snort 30. shower - flower 6o. chain - shrivel 31. shad - fad 61. chalk - shoelace 32. four - shore 62. chance - shotgun 33. shout - thimble 63. shape - change 34. third - sheriff 64. shine - chime 35. shut - thud 65. chip - ship 36. sherbert - thirsty 66. shrill - chill 37. shrink - think 67. chatter - shatter 38.thank - shank 39. sheaf - thief

Phase II B

Now I'm going to say somepairs of words. In these pairs /1/ sound at the end of it -- the one of thesewords will have a other will not. It is your job todecide which word ends with If it is word#2, push /1/. If it is word#1, push button #1. listen button #2. Don't worry about how tospell the words, just #1 ends with /f/, for the/1/ sound at the end. Remember if word Listen push button #1. If word #2 ends with/f/, push button #2. to the end sound. polish - polite 1. finish - clean 9. rabbit - radish 2. tomahawk - eyelash 10. 3. stylish - style 11. refresh - regret 4. children - childish 12. wand - wash 5. tickling - ticklish 13. mark - marsh 6. fevery - fererish 14. slash - clad 7. foolish - fooling 15. gash - gap 8. publish - public 16. rag - rash

A-47 Phase II B (Continued)

17. varnish - wave 45. fish - fizz 18. gush - grave 46. bush - hops 19. brush - brave 47. jacks - hush 20. have thrash 48. publish - prince 21. lush - love 49. caps - trash 22. leave - leash 50. punish - police 23. cough - Swedish 51. mash - miss 24. cherish - roof 52. puss - push 25. hush - huff 53. mesh - mess 26. calf - cash 54. plush - plus 27. half - hash 55. Swiss - swish 28. mush - muff 56. sash - witch 29. mustache . teeth 57. flush . reach 30. selfish - wreath 58. gosh - much 31. hearth - harsh 59. catch - crash 32. wrath - rush 60. smash - match 33. bath - bash 61. ditch - dish 34. mash . math 62. lash - latch 35. furnish - orange 63. crush - crutch 36. mouthwash - rage 64. witch - wish 37. budge - bush 65. leech - leash y. 38. badge - bash 66. hatch - hash 39. buzz - rosebush 67. flash - ship 40. roses - perish 68. flesh - shut 41. fresh - freeze 69. sheep - blush 42. relish - realize 70. brush - shank 43. as - ash 71. slash - shack 44. whizz - wish 72. squash - shock

Phase II C

Now you have listened for words that have a /f/ sound in the beginning and for words that have a /f/ sound at the end. If a word has a Lc/ sound in it, but it is not at the beginning or at the end, we say that the /f/ sound is in the middle of the word. No matter where the jr/ sound is in the word as long as it is not at the beginning and not at the end, we say it is in the middle. For example: wishing has a /1/ sound in the middle of it. Fishing has a /f/ sound in the middle of it. Milkshake has a /14/ sound in the middle. This time you are to listen for some other pairs of words. In these pairs one of the words will have a /f/ sound in the middle of it, the other will not. It is your job to decide which word has t e /1/ sound in the middle. If it is word #1, push button #1. If it is word #2, push button #2. Don't worry about how to spell the words, just listen for the /f/ sound in the middle. Remember, if word #1 has a/f/ sound in the middle, push button #1. If word #2 has a /I/ sound in the middle, push button #20

A-48 Phase II C (Continued)

1. wishbone - fly 35. pushing - puffing 2. running - dishes 36. after - ashes 3. rushed - golden 37. dictionary - dictaphone 4. happy - nutshell 38. before - seashore 5. flashlight- banana 39. relation - arithmetic 6. raindrop - blushing 40. mansion- mother 7. kangaroo - horseshoe 41. anything . addition 8. mushroom - coatroom 42. faithful - fashion 9. explore - exploraton 43. notion . nothing 10. multiply - multiplication 44. ashore - author 11. relax - relaxation 45. attraction - crazy 12. workshop - workbench 46. reason - creation 13. wishing - whipping 47. cheeseburger - bashful 14. smashing - smaking 48. cousin - cushion 15. naked - nation 49. lampshade - lambswool 16. local - lotion 50. washing - waltzing 17. crashed - cracked 51. patient - wasting 18. pushed -.41,11t 52. toasting - flashing 19. hat - bashed 53. thunderstorm - thundershower 20. education - educate 54. baseball - bushel 21. vacate - vacation 55 fishing - fasten 22. subtract - subtraction 56. bashful - basket 23. action - actor 57. sunshine - sunset 24. motion - motor 58. escaped - ashamed 25. crushing - navy 59. tissue - miss you 26. waving - fraction 60. passion - passing 27. *ocial - savage 61. witches - subtraction 28. gashing - gravel 62. crutches - trashcan 29. over - ocean 63. bushel - butcher 30. musician - moving 64. catcher - cashier 31. session - seven 65. watching- washing 32. raven - ration 66. matches - mashes 33. careful - election 67. toyshop - treasure 34. mission - coughing 68. measure - machine

hase Transition

Some of these words have one 0/ soundin them, some of them have two if/ sounds in them.For instance, show hasone /f/ sound in it. Shipshape has two if,' sounds in it. You are to listen carefully and decide howmany by sounds there are in a word. If there is one 0/ sound, pushbutton #1. If there are two /11 sounds, pushbutton #2. Remember if you hear one /1/ sound, push button number 1; ifyou hear two /.17 sounds, push button number 2.

1. she 4. ash 7. motion 2. shush 5. crash 8. emotion 3. milkshake 6. crashing 9. sheepish

A-49 Phase Transition (Continued)

10. sheepishly 30. thundershower 50. shelishock 11. wished 31. washcloth 51. shoot 12. wishing 32. shrewish 52. shooters 13. wishy washy 33. shrew 53. sharpshooters 14. mushrooms 34. she's 54. sharpshooting 15. shrimp 35. dish 55. shot 16. shaver 36. dishes 56. snapshot 17. electric shaver 37. shilly-shally 57. snapshots 18. shipshape 38, musician 58. shorts 19. shish kebab 39. muscians 59. shortish 20. sheriff 40. shoeshop 60. sheet 21. bashful 41. shoe 61. sheets 22. fashionshow 42. shoes 62. shortsheets 23. fish 43. shoeshine 63. station 24. fishes 44. snowshoe 64. stationary 25. shellfish 45. shoebrush 65. washes 26. selfish 46. shell 66. washstand 27. fresh fish 47, seashell 67. washing machine 28. brush 48. seashells 68. washing 29. toothbrush 49. seashore

Phase III

Now it is your turn to decide where the/I/ sound is. You will hear some words. Every word has a /I/ sound in it. You are to decide if the/I/ sound is in the beginning, the middle or the end of the word. If the word begins with /I/ like shine, push the beginning button. If the word ends with /f/ like dish, you push the end button. If the word has a /f/ sound somewhere .between the beginning and the end of the word like bashful, push the middle button. Remember push the beginning button if the word begins with /f /, push the middle button if the word has the /f/ sound in the middle and push the end button if the II/ sound is at the end.

1. shut 15. milkshake 29. dash 2. washday 16. leash 30. dashed 3. dish 17. shot 31. bushes 4. sheep 18. shotgun 32. bush 5. nutshell 19. goldfish 33. shamed 6. punish 20. wishbone 34. ashamed 7. sharp 21. cushion 35. rush 8. sheet 22. shell 36. rushed 9. brush 23. flash 37. emotion 10. cash 24. flashing 38. motion 11. flashlight 25. wishing 39. crash 12. marshmallow 26. wish 40. crashed 13. pushcart 27. shore 41. ash 14. shampoo. 28. ashore 42. special

A-50 Phase III(Continued) snawshovel 43. especially 59. bushes 75. 76. snowshoe 44. shovel 6o, musician shortstop 45. vacation 61, education 77. 78. seashore 46. shave 62. stash seashell 47. varnish 63. shots 79. 80, ships 48. invitation 64, smash selfish 49. fishes 65, sash 82. shapes 50, goldfish 66, splash ing 83, spaceship 51. toothbrush 67. splash 84. stylish 52, thundershowers 68. slas 85, shoestand washcloth 69 shoestore 53. 86, squash 54. mouthwash 70. slush 87. session shoes 71. sunshine 55. 88. section 56. rosebush 72. shops shuts 89. social 57. wishes 73. 58, shepherds 74. shirts

Phase IV words to you. All of these Now I'm goingtosay some more word twice. One words have a/f/ souid in them. I will say each /f/ sound and one of thetimes I of the times Iwilluse a good /1/ sound the first time,push the will not. If I use a good /f/ sound the second time,push first button. IfI use a good the second button.* Substitute (v) 2E114)

shoeshine shipshape ship wash horseshoe sunshine shrink dictionary shrewd shoe pushcart foolish shine selfish hairbrush marsh washrag shop dish thundershower shrimp shrug fashion show wishy-washy

On first word of each groupdistort both /1/ sounds. On last word of each groupdistort just first /f/.

A-51 Phase IV (Continued)

Substitute (f) Substitute 8

shellfish shush foolish shriek sharp she radish polish sherbert marshmallow shortstop washcloth showoff shotgun washer smash mustache shoelace police station rosebush trash can fresh washing machine sureshot

Substitute (z) Substitute (s)

shoeshop fresh fish pushing publish sure cashier splash sugar shrink trash shook action clothesbrush shovel snowshoe cushion rush shrimp shame paintbrush vacation subtraction shoeshop sharpshooter

Substitute Substitute (3)

shellshock short sheet pressure ash shirt crashed squash showing session flesh shoulder Sharon shriek pushed refresh shack shadow snapshot rushed wish punish shortstop fashion show shellfish

A-52 Phase IV (Continued)

Distort (snort) Distort (lateral)

sure shot wishy -washy bush showing shell ocean addition leash crush sugar sheriff rosebush radish marsh foolish woodshed horeshoe finish sherbert shoulder windshield washcloth shoebrush sharpshooter

Distort (whistle) Distort (sl. dist-tongue retracted)

shipshape shellshock mushroom dish shove sheep workshop special shore goldfish flash sharp washed bashful polish punish splash mustache shadow shabby ash can spaceship washing machine shush 11 Z Program

Phase I [1 You are going to hear a lot of sounds, one at a time.When you hear a/z/ sound, push the blue button; when you hear any other sound, push the red button. For instance: /z/ is the blue button sound so you would push the blue button when you hear it. All other other sounds are red button sounds so you would push the red button when you hear them. Remember push the blue button when you hear /z/0 push the red button when you hear any other sound.

1. z 15. z 28. 4 2. z 16. z 29. s 3. f 17. v 30. z J" 18. d3 31. 1 5. z 19. 3 32. z 6. f 20. z 33.lr 7. ff 21. 3.4 z 8. z 22. z 35 lateral distortion 9. z 23. S 36. Ar- z/ distortion 10. e 211. S 37. z 11. z 25. z 38 z 12. 9 26. z 39 if - z/ distortion 130 z 27. 40, z 14. v

Phase II A

I am now going to say some pairs of words. In every pair one of the words will have a/z/ sound at the beginning of it and the other word will not. It is your job to decide which word begins with the /z/ sound. If it is the first word push button #1. If it is the second word push button #2. For example, if I say word #1 lamp, word #2 zoo -- you would push button #2 because zoo begins with the/z/ sound. If I said word #1 zipper, word #2 month, you would push button #1 because zipper begins with a/z/ sound. Don't worry about how to spell the words, just listen for the /z/ sound. Remember, push button #1 if word #1 begins with the /z/ sound.Push button #2 if word #2 begins with the /z/ sound. Listen for the beginning of the words.

1. bottle - zoo 8. eel - zeal 2. zipper - warm 9. rest - zest 3. row .-zone 10. zero . hero Li. zigzag - lunchbox 11. zephr - heifer 5. leader - zebra 12. bag - zag 6. telephone - zylophone 13. lip - zip 7. zing - going 111. room - zoom

A-54 Phase II A (Continued)

15. zany - brainy 37. vane - zany 16. zylophone - funny 38, zag - van 17. zither - feather 39. zeal - veal 18. fast - zest 4o. vest - zest 19. zeal - feel 41, zip - than 20. phone . zone 42. zing - the 21. few . zoo 43, zag - that 22. fling - zing 44, their - zephyr 23. zipper - flipper 45 zither - this 24. zero - sugar 46, zoom - those 25. shall - zinc 47. these - zebra 26, zany - shiny 48. seem - zigzag 27. zoom - shoe 49. zany - same 28. zeal - shield 50. zag - snag 29. shy - xylophone 51. slipper - zipper 30. ship - zip 52. zing - sting 31. zephyr - thumb 53. sue - zoo 32. thistle - zigzag 54. sink - zinc 33. zoo - threw 55. seal - zeal 34, throne - zone 56. zip - sip 35. zinc - think 57. zebra - seabreeze 36. valentine - zero Phase II B

Now I'm going to say some pairs ofwords. In these pairs one of these words will have a/z/ sound at the end of it -- the other will not. It is your job to decide which wordends with /z/. If it is word #1 push button#1. If it is word #2, push button #2.Don't worry about how to spell the words, justlisten for the /z/ sound at the end.Remember if word #1 ends with/z/, push button #1. If word #2 ends with/z/, push button #2. Listen to the end sound.

1. buzz - no 17. rose - row 2. sight - size 19. hill - hills 3. rise - right 19. stand - stands 4. lose - loop 20. rings - ring 5. breed - breeze 21. dogs - dog 6. pride prize 22. robe - robes 7. confuse - construct 23, fish - fizz 8. think - things 24. whiz - witch beach,- bees 9. sneer - sneeze 25, 10. use - you 26, ease - each 11. tease - tea 27. please - deaf 12. those - although 28. grease - sniff 13. ray - raise 29, cough - because 14. cage -.cages 30. if . is 15. tree - trees 31. lies - life 16. ones - one 32. cheese - chief

A-55 Phase II B (Continued)

63 ruse - rouge 33. bridge - pose 34. blaze - cage 64 loathe - rolls ridge - reads 65. days - bathe 35. writhe - these 36. ends - edge 66. 67. wheeze - wreathe 37. cabbage - capsize 38. oars - orange 68. snooze - smooth 69. lithe - lies 39. pays - page 40, huge - hues 70. tease - teethe 41. lodge,- laws 71. breeze - breathe 42. fudge - fuzz 72. close - clothe 43. ooze - love 73. grapes - has 44. amuse - above 74. as - ducks 45. stove - nose 75. please - police 46. have - as 76. plays - place 47. does - dove 77. race - raise 48. graze - grave 78. buzz - bus 49. rose - rove 79. hiss - his 50. gave - gaze 80. fox - fogs 51. heave - he's 81. rice . rise 52. arise - arrive 82. ones - once 83. frocks - frogs 53. breeze - breath 54. sells - stealth 84. dogs - docks 85. seats - seeds 55. teeth - tease 56. bows - both 86. ropes - robes pans - pants 57. wells - yealth 87. 58. grows - growth 88. east - ease hasn't - has 59. faith - phase 89. 60. girls -garage 90. confused - confuse 61.mirage- dishes 91. amuse - amusing 62. boys beige 92. wise - wiser

Phase IIC

Now you have listened for wordsthat have a /z/ sound in the beginning and for words that have a/z/ sound at the end. If a word has a /z/ sound in it, but it is not at thebeginning or at the end, we say that the/z/ sound is in the middle of the word. No matter where the/z/ sound is in the word as long as it isnot at the beginning and not at the end, we sayit is in the middle.For example: dozen has a /z/ sound in the middle of it. Music has a/z/ sound in the middle of it. Buzy has a /z/ sound in the middle. This time you are to listen for some other pairs of words. In these pairs one of the words will have a/z/ sound in the middle of it, the other will not. It is your job to decide which word has the/z/ sound in the middle. If it is word #1, push button #1. If it is word #2 push button#2. Don't worry about how to spell the words, just listenfor the /z/ sound in the middle.Remember, if word #1 has a/z/ sound in the middle, push Phase II C (Continued) button #1. If word #2 has a/z/ sound in the middle, push button #2.

1. fuzzy - rider 43. reveal - newsreel 2. goodbye - music 44. desert - develop 3. blazer - raindrop 45. liver - lizard 4. cupcake - cousin 46. present - prevent 5. lazy - lady 47. haven't - hasn't 6. report - resort 48. easel - evil 7. matchbox - puzzle 49. newspaper - theater 8. weasel . teacher 50. earthquake - chisel 9. afraid - amusing 51. freezer - ether 10. isn't - itchy 52. southward - trousers 11. dutchman - dozen 53. Thursday - birthday 12. hatching - hazard 54. arithmetic - arisen 13. reaching - reason 55. bother - posy 14. cozy - coaching 56. another - magazine 15. raspberry - laughter 57. lazy - leather 16. refuel - resume 58. without - wizard 17. dizzy - different 59. clothing - dozing 18. define - design 60. muzzle - mother 19. referee - resident 61. feather - pheasant 20. deserve . defend 62. enter - teaser 21. Hazel - hateful 63. noisy - measure 22. buzzing - buffing 64. president - visual 23. imagine - nosedive 65. explosion - rosy 24. organization - legend 66. visor - vision 25.busy - bridges 67. division - dissolve 26. husband - hedges 68. frozen - erosion 27. major - amazing 69. confusion - confusing 28: prison - pigeon 70. usable - usual 29. raisin - raging 71. wizard - whisper 30. region - season 72. crazy - crisscross 31. addition - Arizona 73. dozen - dustpan 32. fertilizer - sugar 74. itself - daisy 33. bashful - cheeseburger 75. rooster - desert 34. lampshade - lambswool 76. mistake - music 35. crazy - cracking 77. cousin - custard 36. dozing - ocean 78. Wednesday - western 37. fishing - pleasant 79. thirsty - Thursday 38. cushion - cousin 80. racer - razor 39. wishing - wizard 81. dizzy - distant 40. New Jersey - valentine 82. lacey - lazy 41.busy . beaver 83. east - easy 42. heaven - hesitate 84. fuzzy - fussy

A-57

a Phase Transition

Some of these words have one/z/ sound in them, some of them have two /z/ sounds in them. For instance, zeal has one/z/ sound in it. Measles has two/z/ sounds in it.You are to listen carefully and decide how many/z/ sounds there are in a word. If there is one /z/ sound, push button#1. If there are two /z/ sounds, push button#2.Remember if you hear one/z/ sound, push button number 1; if youhear two /z/ sounds, push button number 2.

1. zag 26. toothbrushes 51. sizes 2. zigzag 27. zippers 52. poisons 3. zebra 28. raspberries 53. poisoning 4. zebras 29. breathes 54. poisoned 5. tweezers 30. those 55. use 6, tweezer 31.. these 56. uses 7. fuzzy 32. disease 57. sunflowers 8. fuzziest 33. deserve 58. Suzy 9. fuzzywuzzy 34. deserves 59. closets 10. daisy 35. deserved 60. oozes 11. daisies 36. music 61. oozed 12. nose 37. musidbox 62. snoozing 13. nosy 38. musician 63. scissor 14. posy 39. seasons 64. scissors 15. posies 40. seasoning 65. closets 16. rosebush 41. seasoned 66. closet 17. rosebushes 42. reason 67. desert 18.bushes 43. reasons 68. deserts 19.brushes 44. reasoning 69. teases 20, civilization 45. exercise 70. tease 21. civilizations 46. exercised 71. raisin 22:cheeses 47. praises 72. raisins 23. cheese 48. praising 73. saws 24. churches 49. praised 74. seesaws 25. bathtubs 50. size 75. soapsuds

Phase III

Now it is your turn todecide where the/z/ sound is. You will hear some words.Every word has a/z/ sound in it. You are to decide if the/z/ sound is in the beginning, the middle orthe end of the word. If the word begins with/z/ like zoo, push the beginning button. If the word ends with/z/ like nose, you push the end button. If the word has a/z/ sound somewhere between the beginning and the end ofthe word like lazy push the middle button. Remember push the beginningbutton if the word begins with /2/, push the middle buttonif the word has the/z/ sound in the middle and push the endbutton if the /z/ sound is at theend.

A-58 Phase III (Continued)

1. zoo 26. fuzz 51. movies 2. cozy 27. lizard 52. positive 3. jazz 28. cause 53. vase 4. zone 29. because 54. zest 5. dizzy 3o. zag 55. size 6. is 31. weasel 56. surprise 7. dessert 32. wasn't 57. zip 8. hazard 33. was 58. zips 9. has 34. graze 59. sees 10. zero 35. crazy 6o. season 11. cheese 36. amusing 61. Suzy 12. cheeseburger 37. amuse 62. presents 13. amaze 38. zephyr 63. snows 14. amazing 39. flies 64. squeeze 15. zebra 4o. freezing 65. Thursday 16. easy xylophone 66. zither 17. ease 42. nose 67. thumbs 18. easily 43. shoes 68. thaws 19. lazy 44. rosebush 69. thousand 20. zing 45. zoom 7o. zenith 21. wizard 46. ooze 71. sizzle 22. zeal 47. shoves 72. otherwise 23 zipper 48. organization 73. those 24. does 49. shaves 74. these 25. fuzzy 5o. visor 75. soothes

Phase IV

Now going to say some more words to you.All of these words have a /z/ sound in them. I will say each word twice. One Ofthe times I will use a good /z/ sound andone of the times I will not. If I use a good /z/ sound the first time, push the first button. If I use a good /z/ sound the second time, push. the second buttont

Omit (z) Substitute (d)

raisins poisons deserve isn't is monkeys easel desert zoo please 0gauze refuse dozen zing surprise husband

*On first word of eachgroup distort both /z/ sounds. On last word ofeach group distort just first /z/.

A-59 Phase IV(Continued)

pleasant has these music amuse breeze disease cousins

Substitute (g) Substitute (dp

raspberries surprises rose news wasn't lizard organize buzzing lazy freeze girls zone zero was amazement lies chosen hasn't noise easy fizz saws deserves noises

Substitute(v) Substitute (s)

sizes praises lazy oysters prunes crazy closet zinc these does raspberry spoons pheasant lizard sneeze commands zebra dizzy choose wise daisy weasel teases oozes

Substitute(4 ) Distort snort

dozens fuzzywuzzy fans prize claws grease amusement doze zither razor ooze zeal those miser hazy confusing trays buzzard rising horses squeeze paws hazards reasons

A-6o Phase IV(Continued)

Distort - lateral Distort - whistle

scissors snoozes toes crabs physician zipper froze bees resist fertilizer xylophone presume buys shoestrings miserable hazard clowns grizzly posy exercise graze eggs measles trousers

Distort - slightlateral Distort - slight whi'etle

lizards uses because Skies woods freezing chimpanzee pasteurize dazzle hesitate tables panthers result Tuesday bears dissolve horizon cars zoo zoom hypnotize musicbox zigzag tweezers

A-61 /0/Program

Phase I

You are ,going to hear a lot ofsounds, one at a time.When you hear a/e/ sound, push the blue button; wgii you hear any other sound) push the red button.For instance: /e/ is the blue button sound so you would push the bluebutton when you hear it. All other sounds are red button sounds so youwould push the red button when you hear them.Remember push the blue button when you hear/9/, push the red button when you hear any other sound.

1. e 15. e 28.4 2. e 16. f 29. t 3. s 17. 9 30. 4 4. v 18. t 310 5. e 19. 8 32. 8 6. v 20. 9 33. 7. e 21. s 34. 8 8. e 22. 8 35. 6 distort e 90 23. t 36. 10. 9 24. 9 37. 8 distort 11. 1 25. s 38. 1( 12. 9 26. t 390 13. Jr 27. 40. 9 distort 14. z

Phase II A

I am now going to say some pairsof words. In every pair one of the words will have a/8/ sound at the beginning of it and the other word will not. It is your job to decide which word begins with the/e/ sound. If it is the first word push button #1. If it is the second word push button#2. For example, if I say word #1 think, word#2 boy-- youwould push button #1 because think begins with the/e/ sound. If I said word #1 cat, word #2 thumb, you would push button#2 because thumb begins with a/e/ sound. Don't worry about how to spell the words, just listen for the /8/ sound.Remember) push button #1 if word #1 begins with the /9/ sound.Push button #2 if word #2 begins with the /e/ sound.Listen for the beginning of the words.

1. thermometer - going 8. thinking - inking 2. walk - thanksgiving 9. ought - thought 3. thousand - king 10. rust - thrust 4. love - thunderbird 11. rash - thrash 5. thumbtack - hunchback 12. theory - eerie 6. whistle - thistle 13. thumb - gum 7. threshhold - behold 14. dirty - thirty

A-62 Phase II A (Continued)

15. wick - thick 48. third - sherbert 16. thank - yank thud - shut 17. thud - mud 50. shorn - thorn 18. lift - thrift 51. shin - thin 19. throb - rob 52e thunder - salt 20. nimble - thimble 53. thug - spray 21. thaw 0. paw 54. thoroughly - soup ,.22« thin - pin 55. splash - .thanks 23. thirst - burst 56. thickness . sickness 24. jump - thump 57. some - thumb 250 thicken - chicken 58. spread - thread 26. thriller - chiller 59. throne . stone 27. thirst - table 60. from - Thursday 28« tub - thumb 61. freak - Thelma 29« throb . trot 62. friend - thread 30. tankful - thankful 63. finger - thinker 31« thought - taught 64. thresher - fresher 32. thorn - torn 65. thin - fin 33. tick - thick 66. free - three 34. vine - thankful 67. thirst - first 35. theater . veal 68. fought - thought 36. theft - vest 69. threat - fret 37. thatch - vat 70. thimble - the 38. vie - thigh 71. then - thermos 39. thought - vault 72. they - thicken 40. vote - throat 73 thirst . there 41. thousand . zero 74. thief - these 42. thorn - zipper 75. theme - thee 43. throw - zone 76. this - thin 44. zoo . thorough 77. thus - thud 45. think . zinc 78. that - thatch 46. thing - zing 179. thousand - thou 47. shopping - throttle 80. thigh - thy

Part II B

Now I'm going to say some pairsof words. In these pairs one of these words willhave a /0/ sound at the end of it --the other will not. It is your job to decide whichword ends with /03/. If it is word #1 push button#1. If it is word #2, push button #2. Don't worry about how to spell the words,just listen for the AV sound at the end.Remember if word #1 ends with/IV, push button #1. If word #2 ends with/9/, push button #2.Listen to the end sound.

1. birdbeah - clean 4. afternoon- aftermath 2. blue - mirth 5. save - south 3. Elizabeth - pet 6. five - fifth

A-63 Phade II B (Continued) goose - both 7. path - pave 32. 8. live - length 33 health - else both - boats 9. relieve - underneath 34. 10. earth - errors 35 loose - sleuth 11. filth - fills 36. moss - moth fourth . force 12.warmth - warms 37. youth - use 13. hers - hearth 38. truth - tough 14. wells - wealth 39. 15. grows - growth 40. shelf . health 16. bath - bash 41. oath - oaf roof . Ruth 17. hath - 'hash 42. depth - deaf 18.mash - math 43. 19. rash - wrath 44. reef - wreath 20. boot - booth 45. miff - myth beneath - belief 21. death - debt 46. 22. Beth - bet 47. bathe . bath 23. root - truth 48. breath - breathe 24. tooth - toot 49. loathe - loath 25. fate - faith 50. mouth - mouthe 26. strength - rent 51. sheath - sheathe 27. mutt - month 52. teeth - teethe 28. north - necks 53. think . tablecloth 29. breath - blouse 54. Kenneth - thief 30. eats - Edith 55. thermos - birth 31. cross - cloth 56. worth - third

Phase II C

Now you have listened forwords that have a/8/ sound in the beginning and for wordsthat have a /8/ sound at the end. If a word has a/8/ sound in it, but it is not at the beginning or at the end, we saythat the /8/ sound is in themiddle of /8/ sound is in the word as long j the word.No matter where the as it is not atthe beginning and not at the end, we sayit is in the middle. For example: bathtub has a /8/ sound in the middle of it. Toothpaste has a /0/ sound in themiddle of it. Pathway has a/8/ sound in the middle. This time you are to listen for some other pairs ofwords. In these pairs one of the words will have a/8/ sound in the middle of it, the other will not. It is your job to decide whichword has the AV sound in the middle. If it is word#1, push button #1. If it is word #2, push button #2.Don't worry about how to spell thewords, just listen for the /03/ sound in themiddle. Remember, if word #1 has a/e/ sound in the middle, push button#1. If word #2 has a/8/ sound in the middle, push button#2.

1. birthday - tire 4. clock - Bartholomew 2. lollipop - mathematics 5. Kathleen - cannon 3. authority - city 6. pattern - toothpaste

A-64 Phase II C(Continued) mousy - mouthy full - truthful 37. 7. 38. moustache . mothball 8. mouthwash - wash 39. darting - Dorothy 9. bathhouse - birdhouse 40. mouthpiece - mountain 10. forward - northward 41. playthings - playtime 11. usual - youthful 42. antler - anthem 12. haven - Nathan 43. oats - oaths 13. strengthen - seven 44. booths ...boots 14. everything - even 45. firefly - wealthy 15. pavement - pathway 46. Ruthie - rooftop 16. faithful - favor 47. afternoon - athletic 17. Irving . earthling 48. author - offer 18. newspaper -bathroom toothpicks - trousers 49. athlete - affect 19. symphony - sympathy cathedral - cousin 50. 20. Ethel - effort 21. arithmetic - arisen 51. 52. deafly - deathly 22. freezer - ether 53. unhealthy - other 23. facial - ethical breakthrough - bashful 54. rather - toothache 24. mouthful - mother Catholic - cashing 55. 25. toothpaste - together anything - addition 56. 26. feather - faithful 27.mushy - monthly 57. 58. lengthen - leather 28, Martha - Marsha smother - something 29. everything - blessing 59. 60. southwest - southern 30. basket - bathtub 61. heathen - healthy 31. arithmetic - accident 62. wealthy - weather 32. nicely - nothing 63. unworthy - worthwhile 33. saucer -something 64.brother - Bertha 34. master - Matthew 35. panther - answers 65. ether - either 36. Catherine .aspirin

Phase III You Now it is yourturn to decide where the/0/ sound is. /e/ sound in it. You will hear some words.Every word has a the middle or decide if the/e/ sound is in the beginning, are to push the end of the word. If the word beginswith /e/ like thin, /8/ like both, you the beginning button. If the word ends with push the end button. If the word has a/9/ sound somewhere between the beginningand the end of the wordlike birthday push button if the the middle button.Remember push the beginning the word has word begins with/e /, push the middle button if /9/ the /9/ sound inthe middle and push theend button if the sound is at the end.

7. thud 1. thrill 4. thick 8. thaw 2. bathroom 5. Nathan ,9. beneath 3. oath 6. death

A -65 Phase III(Continued) 74. theft 10.warmth 37. bathroom 75. thief 11. cathedral 38. bathhouse 76. faith 12.Arthur 39. mathematics 77. faithful 13. mothball 40. math 78. thrift 14. panther 41. think 79. thrifty 15. path 42. thank 80. mouthful 16. thermos 43. rethink 81. thoughtful 17. thermos bottle 44. thankless 82. thought 18. Kenneth 45. wealth 83. fifth 19. Martha 46. wealthy 84. truthful 20. Theodore 47. lengthen 85. truth 21, health 48. lengthening 86. tooth 22. healthy 49. length 87. toothpaste 23. healthiest 5o. thin 88. arithmetic 24. earth 51. eleventh 89. thermometer 25. something 52. thieves athletic 26. thing 53. everything 90. thirteen 27. anything 54. Thursday 91. 92. thirst 28. south 55. Elizabeth 93. southeast 29. southwest 56. thousand 94. strength 30. birth 57. thumbs 95. strengthening 31. birthday 58. dishcloth 96. thermostat 32. third 6o. thrash 97. thanksgiving 33. thirty 7o. thrashing sympathy 34. one-thirty 71. thresher 98. 99. mouthpiece 35. thirty-one 72. sheath 36. bath 73. toothbrush

Phase IV

Now I'm going to say some morewords to you.All of these words have a/9/ sound in them. I will say each word twice. One of the times I will use agood /0/ sound and one of thetimes I will not. If I use a good/0/ sound the first time, push the first button. If I sue a good/0/ sound the second time, push the second button.

Omit Substitute /v/

thermos thrill sympathy author birth Edith thoughtful thankless depth within mouthful booth three thick mammoth something wealthy thirty through worth

A-66 Phase IV(Continued)

month throb thaw birdbath

Substitute EA / Substitute/1/

ether anything theater teeth strengthen think throne Bertha nothing southeast thermostat mouth myth thicken death arithmetic thin thresher Elizabeth bath throat strengthen athlete thatch

/ Substitute/f/ Substitute

toothpaste underneath throb everything beneath truth mothball Theodore Thursday toothache tooth throw North Dakota north growth thanksgiving thrown bathhouse month Thelma thumb panther worthwhile warmth / Substitute /s / Substitute J

theft eighth earthquake thing both toothpick Kenneth thousand thermometer death health moth athlete thief dishcloth lengthen third tablecloth birthday cathedral truthful thirst thorn Matthew

A-67 Phase IV (Continued)

Distort - tongue to side Distort - snort

unhealthy Martha youth south thankful theatrical fourth earth North America bathtub Theodore thigh fifth athletic cloth worth thickening thoughtless thud hath youthful thrift strength healthy

Distort - t" Distort . tongue behind teeth

thundering Dorothy wreath thrush Kathleen wealth thumbs method eighteenth thriller bathroom without thug breath lengthen thermos bottle mouthpiece faith oath northeast math wrath thirty-three thirteenth

A-68 L /Program

Phase I

You are going to hear a lot of sounds, one at a time. When you hear a /4/ sound, push the blue button; when you hear any other sound, push the red button. For instance: /1/ is the blue button sound so you would push the blue button when you hear it. All other sounds are red button sounds so you would push the red button when you hear them. Remember push the blue button when you hear push the red button when you hear any other sound.

1.A 11. 21. v 2.1 12. f 22. z 3.L 13. 4 23. 4 4. 14. 4 24. d 5. Jr 15. z 25. 0 6. 16. f 26. v 7. ir 17. d 27. 4 (distort) 8. f 18. 4 28. li(distort) 9. 19. 29. 10. z 20. 4 30. 4

Phase II A

I am now going to say some pairs of words. In every pair one of the words will have a iic/ sound at the beginning of it and the other word will not. It is your job to decide which word begins with the MI/ sound. If it is the first word push button #1. If it is the second word push button #2.For example, if I say word #1 this, word #2 boy-- you would push button #1 because this begins with the /1.11/ sound. If I said word #4. house, word #2 them, you would push button #2 because them begins with a pg/ sound.Don't worry about how to spell the words, just listen for the /4/ sound. Remember, push button #1 if word #1 begins with the /0/ sound.Push button #2 if word #2 begins with the /1;/ sound.Listen for the beginning of the words.

1. them - boy 11. fine - thine 2. doll - thereafter 12. those - foes 3. they - afraid 13. fuss - thus 4. quarter - thenceforth 14. fence - thence 5. therein - wherein 15. the - shovel 6. thyself - myself 16. sheriff - thereby 7. tease - these 17. this - shift 8. thou - towel 18. thou - shall 9. thine - tine 19. shade - they'd 10. favor - therefore 20. zip - than

A-69 Phase II A(Continued) they've - Dave 21. zing - the 36. 22. that - zag 37. den - then thy - die 23. theirs - zephyrs 38. 24. zither - this 39. day - they 25. those - zoom 40. dare - there 26. zebra - these 41. they - thicken thermos - then 27. themselves - value 42. thirst - there 28. than - van 43. 29. vale - they'll 44. these - thief 30. thine - vine 45. theme - thee 31. that - not 46. this - thin 32. V - thee 47. thud - thus thatch - that 33. thereat - diamond 48. 34, dense - thence 49. than - thousand thigh - thy 35. though - dough 50.

Phase II B

Now I'm going to say somepairs of words. In these pairs one of these wordswill have a /110 sound atthe end of it -- the other will not. It is your job to decidewhich word ends with4/. If it is word #1 push button #1. If it is word#2, push button #2. Don't worry about how to spellthe words, just listen for the4/ sound at the end.Remember if word #1 ends with /4/ push button'#1. If word #2 ends with4/ push button #2.Listen to the end sound.

1. mouthe - frog 21. sleeve - sheathe 2. trouble - bathe 22. clove - clothe loathe - rolls 3. smooth - airplane 23. '4. soup - soothe 24. days - bathe 5. cloak - clothe 25. scythe - size 6. teach - teethe 26. wreathe - wheeze 7. seethe - seat 27. smoothe - snooze 8. dish - mouthe 28. lies - lithe 9. swish - swathe 29. tease - teethe 10.bathe - bash 30. clothe - close 11.with - wish 31. unclothe - month 12.betroth -bread 32. path - tithe 13. toad clothe 33. betroth - both 14. lad - lathe 34. bath - bathe 15. soothe - sued 35. breathe - breath 16. lathe - laid 36. loath - loathe 17. seed - seethe 37. mouthe - mouth 18. tide - tithe 38. sheathe - sheath 19.writhe - weave 39. teeth - teethe 20. smooth - move

A-70 Phase II C

Now you have listened for words that have a/1/ sound in the beginning and for words that have a /4/ sound at the end. If a word has a/4/ sound in it, but it is not at the beginning or at the end, we say that the/4 / sound is in the middle of the word. No matter where the /4/ sound is in the word as long as it is not at the beginning and not at the end, we say it is in the middle. For example: bother has a /4s / sound in the middle of it.Another has a /4/ sound in the middle of it.Rather has a /lc/ sound in the middle. This time you are to listen for some other pairs of words. In these pairs one of the words will have a /4/ sound in the middle of it, the other will not. It is your job to decide which word has the /4/ sound in the middle. If it is word #1, push button #lz If it is word #2 push button #2.Don't worry about how to spell the words, just listen for the sound in the middle.Remember, if word #1 has a /V sound in the middle, push button #1. If word #2 has a/1r/ sound in the middle, push button #2.

1. brother - cereal 24. never - neither 2. whisper - feather '25. rather - river 3. smother - raccoon 26. fathom - favor 4. alright - altogether 27. farthest - harvest 5. grandmother - grandstand 28. loaves - loathes 6. neighborhood - Netherlands 29. bother - posy 7. nursing - northern 30. another - magazine 8. weatherman - western 31. lazy - leather 9. gather - alligator 32. without - wizard 10. wetter - weather 33. dozing - clothing 11. hitter - hither 34. muzzle - mother 12. fever - further 35. pheasant - feather 13. breathing - briefing 36. smoothly - youthful 14. others - usher 37. toothpaste - together 15. graded - gather 38. faithful - farthing 16. obeyed - bathed 39. something - smother 17. father - fodder 40. southwest - southern 18. breeding - breathing 41. heathen - healthy 19. load - loathed 42. another - other 20. worthy - wordy 43. wealthy - weather 21. further . proving 44. unworthy - worthwhile 22. dither - divide 45. brother - Bertha 23. weaver - wither 46. ether - either

Phase III

Now it is your turn to decide where the' ra/ sound is. You will hear some words. Every word has a /4/ sound in it. You are to decide if the /),V sound is in the beginning, the middle or the end of the word. If the word begins with /4/ like there, push the beginning button. If the word ends with

A-71 Phase III (Continued)

/4/ like bathe) you push the end button. If the word has a /41/ sound somewhere between the beginning and the end of the word like mother push the middle button. Remember push the beginning button if the word begins with/4 /0 push the middle button if the word has the/4/ sound in the middle and push the end button if the/4/ sound is at the end.

1. than 18. breathed 35. seethes 2. father 19. breathe 36. seethe 3. bathe 20. clothing 37. scathe 4. thyself 21. clothed 38. scathed 5. southern 22. clothe 39. unscathed 6. writhe 23. though 40. with 7. these 24. although 41. without 8. weather-beaten 25. bother 42. withered 9. swathe 26. brother 43. teethe 10. mother 27. there 44. teethed 11. another 28. smooth 45. these 12. that 29. smoother 46. teething 13. that's 30. smother 47. themselves 14. loathe 31. other 48. them 15. loathesome 32. others 49. dither 16. loathed 33. thereby 50. either 17. breathing 34. these

Phase IV

Now I'm going to say some more words to you.All of these words have a ilci sound in them. I will say each word twice. One of the times I will use a good/4/ sound and one of the times I will not. If I use a good 4 sound the first time, push the first button. If I use a good sound the second time, push the second button.

Omit Substitute...4C/

thee Netherlands altogether writhe bathe fathom bother that unworthy this northerner further scathe breathe loathful weather them grandfather mouthing scythe swarthy neither thence thus

A-72 Phase IV(Continued) /d/ Substitute/z/ Substitute

the unclothe other smother mouthe than thy heathen smooth betroth wither rather these thyself smoothly worthy with bathe they within gather openmouthed another with /9/ Substitute/v/ Substitute

teethe thine withdrawn breathed theirs clothe breathing therefore seethe southern brother lathe either hither sheathe there unsheathed although though swathe northern gathered thenceforth heather

Distort (snort) patart_itiet)

soothe that father wreathe further feather clothe fathom leather themselves seaworthy hitherto then loathe stepmother wither lithe mother weatherman breathe those together they've thereat

A-73 APPENDIX B

Specific DiscriminationTests

S Pro ram

A. Are these soundsthe same or different?Write S in the blank if they are the same;write D in the blank ifthey are different.

1. - s 6. e s 2. MO z 7. s s 6 3. f 8. s 4. - s 9. s s f 5. s 10. s If the word has B. I am now going toread you a list of words. doesn't have a a/s/ in it write YES on your paper. If it /s/ in it write NO on your paper.

13. nest 1. zoo 5. skate 9. thumb 2. sheet 6. ocean 10. basket 14. wash 15. center 3. bicycle 7. smile 11. treasure lips 4. north 8. music 12. fuzzy 16. If there is 1 write C. How many/s/ soundsare in thesewords? Listen 1 in the blank. Ifthere are 2 write 2 inthe blank. carefully:

1. beanstalks 5. snowshovel 9. sunflowers 2. Suzy 6. skirts 10. princess 3. sewing circle 7. thinks 4. soapsudz 8. recess If it is the right D. Is this the right wayto say these words? way write YESin the blank space. If it is not write NO in the blank space. Listen carefully:

1. dress 10. tricycle /k/ 2. stranger /f1 11. baseball /z/ 3. soldier /7/ 12. this if/ 4. soup 13. tax 5. goose /f/ 14. escape(lateral) 6. pencil 15. sad 7. once /f/ 16. exclaim (lateral) 8. screen 17. swell (whistle 9. spring 18. windowsill (frontal lisp)

B-1 R Program

A. Are these sounds the same ordifferent? Write S in the blank if they are the same; write Din the blank if they are different.

1. cij - r 6. f r 2. r - j 7. r r 3. r-443 8. r f 4. r r 9. r r 5. r 10. w r

B. I am now going to read you alist of words. If the word has an /r/ in it write YES on your paper. If it doesn't have an In in it write NO on your paper.

1. wound 5. north 9. hush 13. cage 2. jar 6. yellow 10. narrow 14. fine 15. parade 3. berry 7. rock 11. handle 4. sunny 8. cheat 12. white 16. air

1 write 1 C. How many Insounds are in these words? If there is in the blank. If there are 2 write 2 in the blank. Listen carefully:

1. railroad 5. wristwatch 9. part 2. wire 6. winner 10. orchard 3. gingerbread 7. cherry 4. mirror 8. hamburger

If it is the right D. Isthisthe right way to say thesewords? way writeYES in the blank space. If it is not write NO in the blankspace. Listen carefully:

1. store 10. robin /j/ 2. bridge (omit) 11. bring /w/ 3. wrinkle /m/ 12. terrible /w/ 4. around 13. razor 5. raindrop /g/ 14. kangaroo /w/ 6. running 15. arrow 7. rubber /1/ 16. horse /dr/ 8. chair 17. girl (trill) 9. pepper 18. giraffe (dist)

B-2 F Program

A. Are these sounds the same ordifferent? Write S in the blank if they are the same;write D in the blank if they are different.

1. f - 1 6. s f 2. b f 7. f f 3. -X f 8. f s f f 9. v - f 5. f p 10. f v

If the word has B. I am now going to read you alist of words. a /f/ init write YES on your paper. If it doesn't have a If/ :n it write NO on your paper.

1. that 5. shelf 9. pound 13. paragraph 2. point 6. vine 10. enough 14. wish life 3. phone 7. thrift 11. van 15. 4. sporty 8. mattress 12. this 16. feather

If there is 1 write C. How many /f/ sounds are inthese words? 1 in the blank. If there are 2 write 2 in theblank. Listen carefully:

1. fluffy 5. perfume 9. lifesaver 2. coughdrop 6. feather 10. alfalfa 3. fifth 7. skuffle 4. phonograph 8. faithful

D. Is this the right way to saythese words? If it is the right way write YES in the blank space. If it is not write NO in the blank space. Listen carefully:

1. football 10. raffle 4/ 2. leaf /b/ 11. life 3. laughter /s/ 12. forest /0/ 4. after 13. taffy 5. phone/3/ 14. lift (dist) 6. giraffe' 15. flame 7. sufferAV 16. fever /v/ 8. fine 17. failure (dist) 9. grief 18. laughing /0/ L Program Write S inthe blank ordifferent? Are thesesounds the same A. write D inthe blankif they are if they arethe same; different.

6. 1 - au 1. m - 1 7. 1 - 1 2. 1 u 1 8. 1 - w 3. r w -1 4. 1 - 1 9. 1 . 1 dist 5. j - 1 10. If the wordhas an a listof words. I am nowgoing to read you doesn't have an/1/ B. paper. If it /1/ in itwrite YES on your in it writeNO on your paper. severe 13. false 5. tale, 9. 1. moose 14. tire father 10. million 2. week 6. 15. lark pilot 11. yes 3. learn 7. eagle 12. how 16. 4. poor 8. rather is 1 write1 in thesewords?If there How many/1/ sounds are Listen C. are 2write 2 inthe blank. in theblank. If there carefully: 9. walnut 5. flash 1. likely hillbilly 6. wolf 10. 2. walrus relax 3. lonely 7. 8. 3ollipop 4. wholesale If it isthe right right way to saythese words? D. Is this the not writeNO in the blank space. If it is waywrite YES in carefully? the blank space. Listen 10. saddle /w/ 1. lady /w/ /m/ 11. lettuce 2. alligator sunflower(omit) lion /j/ 12. 3. 13. swallow 4. asleep 14. pupil(dist) 5. telephoneIn 15. eleven 6. hospital 16, lizard(dist) 7. palace/au/ 17. elephant/w/ 8. lighthouse 18. silver(dist) 9. whale

B-4 K Program

A. Are these sounds the same or different?Write S in the blank if they are the same; write D in the blank if they are different.

1. k - h 6. k - 9 2. 41- k 7. k - k 3. k - d 8. t k 4. k k 9. k k 5. p - k 10. g - k

B. I am now going to read you a list of words. If the word has a /k/ in it write YES on your paper. If it doesn't have a /k/ in it write NO on your paper.

1. hamburger 5. crumble 9. great 13. wick 2. stitch 6. wringer 10. escape 14. pollywog 3. clue 7. October 11. frosty 15. crate 4. tomahawk 8. eggshell 12. begin 16. excellent

C. How many /k/ sounds are in these words? If there is 1 write 1 in the blank. If there are 2 write 2 in the blank. Listen carefully:

1. scarecrow 5. congratulate 9. handkerchief 2. chipmunk 6. kindergarten 10. boxing gloves 3. crocodile 7. cucumber 4. microscope 8. catcher

D. Is this the right way to say these words? If it is the right way write YES in the blank space. If it is not write NO in the blank space. Listen carefully:

1. pussycat 10. beanstalk 2. thanksgiving 149 11. cardboard 3. canvas /d/ 12. twinkle /g/ 4. excellent 13. accept 5. escape /p/ 14. cream /g/ 6. tricycle 15. magic 7. link /n/ 16. circus (cough) 8. cable 4 17. cannon /k1/ 9. accident /t/ 18. snake (dist) G Program

A. Are these sounds the same or different? Write S in the blank if they are the same; write D in the blank if they are different.

1. p - g 6. g - g 2. g - g 7. g 3. g - m 8. n - g 4. d - g 9. g - 9 5. g t 10. g - k

B. I am now going to read you a list of words. If the word has a /g/ in it write YES on your paper. If it doesn't have a /g/ in it write NO on your paper.

1. rank 5. open 9. juice 13. escape 2. tongue 6. reject 10. enjoy 14. snug 3. anchor 7. laugh 11. pigeon 15. engine 4. begin 8. cigar 12. dragon 16. badge

C. How many /g/ sounds are in these words? If there is1 write 1 in the blank. If there are 2 write 2 inthe blank. Listen carefully:

1. struggle 5. gadget 9. congregate 2. gag 6. gargle 10. organ-grinder 3. garage 7. piggy 4. eggnog 8. magazine

P. Is this the right way to say these words? If it is the right waywrite YES in the blank space. If it is not write NO in theblank space. Listen carefully:

1. seagull 10. pegleg 2. underdog /d/ 11. iceberg /j/ 3. drug store /t/ 12. growl 4. rogue 13. tugboat 4/ 5. groom 14. gallon 6. pigtail 4;11 15. goggles /k/ 7. gigantic d / 16. golden 8. hamburger /k/ 17. begin /d3 / 9. league 18. monologue /f / Program

A. Are these sounds the same ordifferent? Write S in the blank if they are the same; write D inthe blank if they are different.

1. I - v 11 2. f f 3. I - z 4. f - I 5. 6 - f

B. I am now going to read you alist of words. If the word has a /I/ in itwrite YES on your paper. If it doesn't have a /f/ in it write NO on your paper.

1. vowel 5. sugar 9. judge 13. musician 2. thief 6. matches 10. tissue 14. waltzing 3. addition 7. shoulder 11. treasure 15. shoelace 4. machine 8. sunset 12. baseball 16. radish

If there is 1 write 1 C. How many /I/ sounds are in thesewords? in the blank. If there are 2 write 2 in theblank. Listen carefully:

1. shoeshop 5. stationary 9. milkshake r 2. washstand 6. toothbrush 10. washing machine 3. shellfish 7. sheriff 4. shush 8. sureshot

D. Is this the right way to saythese words? If it is the right way write YESin the blank space. If it is not write NO in the blank space. Listen carefully:

1. dictionary 10. session lip 2. pushcart /v/ 11. ash 4/ 3. mustache /f/ 12. refresh 4. marshmallow 13. sure 5. washcloth /6/ 14. sherbert (snort) 6. shreik 15. special U 7. snowshoe /z/ 16. showing (lateral) 8. splash 17. workshop (whistle) tongue) 9. sugar /s/ 18. goldfish (retracted

LJ Z Program

Write S in the blank A. Are these sounds the same ordifferent? if they are the same;write D in the blank if they are different.

1. Z 417 6. z - z 2. - z 7. z -y 3. z z 8. s - z 4. - z 9. z - s 5. z 10. z - z

If the word has a B. I am now going to read you alist of words. /z/ in it write YES on your paper. If it doesn't have a/z/ in it write NO on your paper.

1. sip 5. these, 9. vest 13. busy 2. beige 6. seal 10. zip 14. this 15. snooze 3. zoo 7. lizard 11. distant raisin 4. rice 8. going 12. mother 16.

If there is 1 write 1 C. How many /z/ sounds arein these words? in the blank. If there are 2 write 2 in theblank. Listen carefully:

1. blizzard 5. zigzag 9. scissors 2. measles 6. roses 10. sizzle 3. music 7. size 4. deserve 8. sneezing

If it is the right D. Is this the right way to saythese words? way write YESin the blank space. If it is not write NO in the blank space. Listen carefully:

1. raisins (omit) 10. zebra /v/ 2. because 11. bees 3. wizard 12. praise /s/ 4. poison /d/ 13. zither 4/ 5. raspberries /g/ 14. cousin 6. his 15. zest 7. surprise /4/ 16. razor(whistle) 8. zoom47 17. trees 9. dizzy 18. please (lateral) {` /6/ Program

A. Are these sounds the same or different?Write S in the blank if they are the same; write D in the blankif they are different.

1. 6 v 7. e - e 2. z 8.t -e 3. 6 9. e e 4. 6 10. 0 - 5. f e 11. - e 6. 6 12. 0 - 0

B. I am now going to read you a list ofwords. If the word has a /6/ in it writeYES on your paper. If it doesn't have a /e/ in it write NO on your paper,

CI 1. voice 6. symphony 11. mother 16. sympathy 2. zeal 7. truthful 12. oaf 17. lengthening 3. thieves 8. beanstalk 13. sheath 18. birth 4. milkshake 9. breakfast 14. mouthe 19. together IL] 5. thirsty 10. arithmetic 15. thermostat 20. that

C. Is this the right way to say these words? If it is the right way write YES in the blank space. If it is not write NO in the blank space. Listen carefully

1. birdbath 12. moth /4/ 2. thrill /v/ 13. worthwhile /f/ 3. throat /z/ 14. panther 4. thatch 15. thousand 5. teeth /1/ 16. tablecloth AP 6. northwest 17. strength 7. tooth /f/ 18. method (dist) 8. Thelma 19. thug 9. thanksgiving /t/ 20. athletic (dist) 10. everything 21. thriller (dist) 11. earthquake /s/ 22. mouthpiece (dist)

B-9 Jel.MaR1-100.09tatftwoomoo- t .sttrrt

/Program

A. Are these sounds the same or different?Write S in the blank if they are the same; write D in theblank if they are different.

1. 1( v 7. 2. I-Ar 8. 3. d 9. 4. 4 5. 34 6. -

B. I am now going to read you a list of words. If thewordhas a kW/ in it writeYES on your paper. If it doesn'thavea /'/ in it write NO on your paper.

1. dare 6..loathe 11. vase 16. there 2. breeze 7. player 12. believe 17. lather 3. they 8. zebra 13. either 18. breathe 4. laid 9. measure 14. ether 19. thigh 5. father 10. thee 15. teethe 20. teeth

C. Is this the right way to say thesewords? If it is the right way write YES in theblank space. If it is not write NO in the blank space. Listen carefully.

1. bathe 12. rather /0/ 2. mother /v/ 13. seethe /f/ 3. clothe /d/ 14. smother. 4. this 15. lathe 5. though /z/ 16. that /d/ 6. smooth 17. those 7. although /0/ 18. writhe 8. thou 19. than (dist) 9. bother/3/ 20. altogether 10. feather 21. paths (dist) 22. other (dist) LI 11. gather /v/

i B-10 OE 6000 (6.66) DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OFFICE OF EDUCATION DATE OF RESUME WASHINGTON 25, D.C. ERIC DOCUMENT RESUME 11111111=w1f 2. ERIC SATELLITE FOR INTERNAL ERIC USE ONLY 3. CLEARING HOUSE CONTROL NO. 1. ACCESSION NO. CODE (Do Not Write In Space Below) 4. SOURCE Speech Pathology-Audiology Training Program DATE RECEIVED IS MICROFILM COPY AVAILABLE? (Checkone) University of Pittsburgh ri Yes ElNo # '-10 : I IS DOCUMENT COPYRIGHTED? (Checkone) 5. TITLE Traifting Speech Sound Discrimination in Children EDYin 1:3 No Who Misarticulate: A Demonstration of the Use of Teach- HAS COPYRIGHT RELEASE BEEN GRANTED? ing Machine Techniques in Speech Correction. Project (Check one) Yes EDNo N. I. :11 MO MINI L. DATE, NAME, AND COMPLETE ADDRESS OF 6. AUTHORS) Holland Audre AUTHORITY 7. DATE S. PAGINATION 279. REFERENCES TYPE OF RELEASE 10. REPORT /SERIES NO. L 11. CONTRACT NO. 0 6 -4 12. PUBLICATION TITLE

ls. EDITOR(S) 14. PUBLISHER 15. ABSTRACT (250 word. max.)

This report discussesthe results of a two-yeardemonstration project articulation disorders routinely in which school agechildren with functional in an received auditory discriminationtraining by programmed instruction for the 'ten most actual clinical setting.Auditory discrimination programs and used frequently misarticulated Englishconsonants were written, evaluated with the appropriate portionof the clinic population. Pre-and post-program test scores on measures ofarticulation, general auditorydiscriminationjand discrimination of the soundsrelated to program content weregathered. This report describes the programs,the instrumentation developedfor entirely The automated program presentation,and changes in.post-programtest scores. effects of routine use ofprogrammed instruction within a moreconventional clinical setting is alsoconsidered.

16. RETRIEVAL TERMS(Continue on reverse)

17. IDENTIFIERS