Articulation Instruction Based on Distinctive Features Theory
Janis M. Costello · Language Speech and Hearing Services in Schools · 1975
An analysis of a child’s articulation performance from a distinctive features point of view shows that several error phonemes can be accounted for by only one feature error. More efficient instruction can be obtained by choosing a distinctive feature, as opposed to a single phoneme, as the remediation target. Measurement steps for the selection of target phonemes for treatment from a distinctive feature viewpoint are recommended.