One class at a time: a case study of phonological learning

Abstract

This article describes S, a phonologically-disordered preschooler who demonstrated an unusual learning style during ten months of treatment. She had an apparent preference for learning one new phonological pattern at a time, progressing to near mastery on a given pattern before beginning development of a new one. This 'one pattern at a time' approach affected both treated and untreated patterns. The role of treatment in triggering S's phonological growth is discussed, and hypotheses are offered as to the possible factors contributing to S's learning style and developmental sequence.