Developmental Phonological Disorders

Susan Rvachew, PhD Susan Rvachew, PhD, S-LP(C), worked as a speech-language pathologist in pediatric health care settings for 20 years before taking a position at McGill University, where she is currently an Associate Professor in the School of Communication Sciences and Disorders. Her research is focused on phonological development and disorders and the development of more effective interventions to treat phonological disorders in children and prevent reading disability in this population. She has published over 50 journal articles and book chapters describing the speech perception, speech production, and/or phonological awareness skills of infants, children, and adults. Francoise Brosseau-Lapre, M.Sc. (A), S-LP(c) Francoise Brosseau-Lapre, MScA, S-LP (C), has worked as a speech-language pathologist in pediatric health care settings since obtaining a master's degree in speech-language pathology in 2002 from McGill University. She is currently a doctoral candidate at the School of Communication Sciences and Disorders at McGill University. Her research focuses on French phonological development and disorders, as well as efficacy of interventions aimed at improving the phonological skills of preschool francophone children with developmental phonological disorders.

TABLE OF CONTENTS Foreword by Ray D. Kent Acknowledgements Part I: Phonology from a Developmental Perspective Chapter 1: Describing Phonological Knowledge at Multiple Levels of Representation Chapter 2: Speech Perception Development Chapter 3: Development of Speech Motor Control Chapter 4: Phonological Development Part II: A Holistic Approach to Diagnosis and Treatment Planning Chapter 5: Assessment of Children with Developmental Phonological Disorders Chapter 6: Speech Sample Analysis Chapter 7: Nature of Developmental Phonological Disorders Chapter 8: Treatment Planning Part III: Intervention at Multiple Levels of Representation Chapter 9: Input-Oriented Approaches to Intervention Chapter 10: Output-Oriented Approaches to Intervention Chapter 11: Phonological Approaches to Intervention Index