The speech-sound discrimination of 30 kindergarten children with problems in speech production and speech discrimination was examined under one of three experimental conditions, auditory, bimodal, and bimodal instructed. Children's discrimination skills in the bimodal-instructed group were superior to those of bimodal- and auditory-presentation groups. Stimulation of both the auditory and visual channels improved the discrimination scores over those achieved using the auditory channel alone.
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