Characterizing Knowledge Deficits in Phonological Disorders.

This study investigated two aspects of non-symbolic phonological knowledge (knowledge of the acoustic/perceptual space and of the articulatory/production space) in six preschool-age children with phonological disorders and six typically developing age peers. Results suggest that phonological knowledge is multifaceted, and that seemingly categorical deficits at one level can be linked to less robust representations at other levels. (Author/DB)