Preliminary data on the effectiveness of imitation and other cues in facilitating
correct new word production are reported. Novel names were taught to three groups of
children with disordered speech: those who consistently made non-developmental
errors (consistent deviant); those who made inconsistent errors; and children
diagnosed as having developmental verbal dyspraxia; as well as a normally speaking
age-matched control group. The results suggested that the groups differed in terms
of their ability to accurately imitate new words on the initial attempt, and in
their ability to use different types of information to facilitate accurate
production. The findings bear on the nature of the different deficits underlying
subtypes of speech disorder and the usefulness of imitation as a clinical strategy.
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