Abstract
Unintelligible speech in childhood is often characterised by the use of unusual or deviant (i.e. non-developmental) phonological processes, e.g. initial consonant deletion. These processes are reported to appear at speech onset and to undergo little spontaneous change during the preschool years. the study reported here documents the changes that occurred in the phonological systems of seven phonologically disordered children during remediation that targeted unusual phonological processes. Qualitative changes in phonological process use were observed for all children. Six of the children made quantitative improvement in terms of the percentage consonants produced correctly in spontaneous speech. Individual differences in phonological learning strategy use are described.