Abstract
Summary
The paper presents a short review of the ideas and aims of previous linguistic studies of articulation disorders. The traditional, now unsatisfactory, definition of “dyslalia” is critically evaluated, and an approach is made to a “typology” of severe articulation disorders. Several analytical techniques are suggested and exemplified, which demonstrate in a simple form the linguistic nature of the disorder, from both the phonetic and phonological points of view, and which provide guidelines in planning remediation. The implications of such disorders for a psycholinguistic model are discussed in the light of the child's apparent ability to comprehend normal spoken English.