This study reports the effectiveness of a three-pronged (segmentation, phonological neighbor cues, and rehearsal) phonologically based strategy designed to reduce the word-finding errors of two third-grade students. A single-subject, multiple-baseline design across participants was employed. The results indicated an improvement in word finding (reduction in naming errors) in single-word contexts that was generalized to sentences and maintained during follow-up maintenance sessions. Furthermore, a self-assessment showed increased confidence in the ability to retrieve treatment words that was not so indicated for nontreatment words. Implications of these findings for both understanding the source of word-finding disruptions and their amelioration are discussed.
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