Speech Correction: Principles and Methods

By C. Van Riper | Go to book overview
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correction because the words most commonly used by children are classified according to sounds. These words should always be incorporated into games, errands, stories, or conversations. Practice of words in word lists will produce little transfer to real speech situations unless those words are taken out of their series and made part of the actual communicative function. Speech assignments such as those described in the last section need such word lists, and the good speech teacher can find many other uses for them, but they should never be used for meaningless, dull, repetitive drill. The meaningless sentences and tongue- twisters can occasionally serve as challenges or speech games, but they should never take the place of intelligent speech correction.

Theory of Treatment
1. Koepp-Baker H., Handbook of Clinical Speech, Vol. 2, pages 258-261, Ann Arbor, Edwards Brothers, 1936.

A theoretical point of view emphasizing the importance of hearing in the articulatory learning process, and the emphasis of speech sounds as whole reaction patterns.

2. West R., Kennedy L., and Carr A., The Rehabilitation of Speech, pages 36-37, New York, Harpers, 1937.

An illustration of the main differences in the educational techniques used to teach normal children and speech defectives acceptable sounds--"training vs. retraining."

Elimination of Causes
1. Brown F., "Baby Talkers," Proceedings American Speech Correction Association, 1936, Vol. 6, pages 197-208.

A discussion of baby talk, especially that with a neurotic etiology, with the common errors listed.

2. Ewing A., Aphasia in Children, Chapter 4, London, Oxford University Press, 1930.

This reference discusses the relation of hearing and speech, with mention of the education of the deaf child in speech and his possibility of improvement.

3. Fymbo L., "The Relation of Malocclusion of the Teethto Defects of Speech,"


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Speech Correction: Principles and Methods


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