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Abstract

This paper explores the relationship between research on a theory of phonological acquisition and the development of remedial programmes for phonological remediation. In particular, it examines the cyclical approach proposed by Hodson and Paden (1983) for the remediation of English- speaking children. This approach, while apparently successful, has been developed with relatively little theoretical justification. Preliminary results from crosslinguistic research on children acquiring Quiché, French, Swedish, Estonian, and Bulgarian are reported which have led to theoretical claims about the acquisition of phonology. It is shown that these same claims provide a rationale for the success of the cyclical approach.

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Explanation and phonological remediation

Abstract

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