Contextual Facilitation of Correct Sound Production

Abstract
Several published reports of both formal research and clinical experience have sought to describe phonetic and other linguistic factors that promote correct production of an inconsistently articulated "error" sound in children's speech. This paper reviews and evaluates these reports. It is concluded that although many potentially important factors have been neglected in the description of so-called facilitative phonetic contexts, a few general principles emerge for selecting environments for the assessment and management of articulatory errors, particularly for /s/, /r/ and /l/. Physiologic and acoustic factors underlying these principles are discussed.

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