- Imitate correct production of sounds
- Replace phonological processes with correct productions
- Develop listening, rhyming, and alliteration skills
- Enhance language and articulatory development
Entertaining characters and interesting language capture children's attention and encourage spontaneous imitation. Twelve reproducible auditory bombardment cards and activities to reinforce the target skill are listed in the book. The pages are coated for extra durability.
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- Hodson and Paden (1983) purport that intense, repeated, and systematic exposure to multiple examples of phonological targets and contrasts evoke the production of those targets.
- Hodson and Paden (1991) provide evidence that focused auditory stimulation is effective for very young children or children who are unwilling or unable to produce target sounds.
- Numerous studies show that auditory bombardment increases lexical frequency and controls phonological input . . . potentially presenting opportunities for children to discover and produce phonological patterns for themselves (Bowen, 1998; Weiner, 1981).
- Pye, Ingram, and List (1987) found that auditory bombardment facilitated phonological change by increasing the frequency of some targets.
Bowen, C. (1998). Developmental phonological disorders: A practical guide for families and teachers. Melbourne: The Australian Council for Educational Research Ltd.
Hodson, B., & Paden, E. (1983). Targeting intelligible speech: A phonological approach to remediation. Texas: Pro-Ed.
Hodson, B., & Paden, E. (1991). Targeting intelligible speech: A phonological approach to remediation (2nd ed.). Texas: Pro-Ed.
Pye, C., Ingram, D., & List, H. (1987). A comparison of initial consonant acquisition in English and Quiche. In K.E. Nelson & A. van Kleeck (Eds.), Children's language (175-190).
Hillsdale, NJ: Lawrence Erlbaum. Weiner, F. (1981). Treatment of phonological disability using the method of meaningful contrast: Two case studies. Journal of Speech and Hearing Disorders, 46, 97-103.