Telling Stories: Phonological Awareness Intervention, Final Consonant Deletion, and Past Tense Marking

Rationale: For children with phonological disorders and concomitant language impairment, improvement in phonological awareness can benefit both production of speech sounds and production of grammatical morphology (e.g. marking of regular tense). Participant: The proposed study is a case study of a 3 year, 10 month old male who exhibits deficits in production of speech sounds as well as who has an expressive language delay. Methods: The student clinician will engage in story retell and language sampling twice a week across 10 sessions. Single Subject design will be employed to establish baseline levels of percent accuracy in production of final consonants /d/ and /t/ and in marking past tense in story retells. Following baseline, intervention will include explicit instruction of the sounds /d/ and /t/ in relation to marking past tense, as well as instruction on the nature of tense marking. Results/Discussion: As this study is still in the planning phase, results are unknown. Implications for utilizing phonological awareness to target both speech and language deficits will be addressed.