Comparing the Effects of Articulation and Syntax Programs on Syntax and Articulation Improvement

Abstract

This study investigated the influence of interventive programs for syntax and articulation on the articulatory and syntactic skills of public school children with multiple-linguistic problems. One group received a program of syntax exclusively, a second received a program of articulation exclusively, and a third received no intervention. Pre- and posttesting revealed that the two experimental groups made significant gains in both syntax and articulatory skills, while the control subjects made no significant gains.

Ask a silly question: two decades of troublesome trials

“…Some are theoretical. For instance, Matheney and Panagos (1978) found that therapy for grammar improved articulation (and vice versa). This result was not replicated in Fey et al (1994).…”

Becoming a manual occupation? The construction of a therapy manual for use with language impaired children in mainstream primary schools

“…Only Johnson and Thomas (1995) reported outcomes for receptive language. Methany and Panagos (1978) carried out an RCT to compare the effects of (Gray and Ryan 1973). Clinical Evaluation of Language Fundamentals (Revised) (Semel and Wiig 1987).…”

Preschool hearing, speech, language, and vision screening

“…Ten RCTs and 12 controlled studies were identified which evaluated treatment, mostly for problems of articulation or phonology and expressive language. [27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45] These studies show that interventions are eVective in enhancing speech, expressive language, receptive language, and auditory discrimination relative to untreated controls. The size of the benefits represented progress from the 5th to the 25th percentile on a norm-referenced test.…”