The present study evaluated a program for establishing phonemic segmentation in moderately retarded children. The study consisted of two experiments. Experiment 1 assessed whether the failure to isolate final phonemes of Consonant-Vowel-Consonant words (CVC) was due to the task requirements per se, or to inadequate understanding of the task demands. Experiment 2 evaluated the effects of a time-based stimulus manipulation procedure for teaching the students to isolate final consonants. The data revealed that (a) establishing adequate instructional control had no effect on the subjects' performance (Experiment 1), and (b) the training procedure was effective for all subjects (Experiment 2).
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