Invigorate learning with the Enhanced Pearson eText This access code card provides access to the new Enhanced Pearson eText, a rich, interactive learning environment designed to improve student mastery of content with this practical multimedia feature: Embedded videos provide concrete examples of the concepts and ideas in action and allow for clinical and transcription practice. (See pages 9, 214, and 372 for examples.) Students can experience the advantages of the Enhanced Pearson eText for 40% to 65% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks. Instructors, visit pearsonhighered.com/etextbooks to register for your digital examination copy. Additional text features include: Academic foundations provide the background knowledge, while clinical applications show what works in helping children and adults with speech sound disorders. Coverage of a wide range of topics provides a solid basis for understanding the principles of articulation and phonology.

Numerous clinical examples provide flexibility for use as discussion topics, course assignments, or for developing further clinical applications. Learning is further enhanced and reinforced through a number of tools, among them: Case studies demonstrate a step-by-step process of multiple assessment strategies focusing on phonetic and phonemic analyses. Website references and further readings provide sources for further information and examination. Critical thinking activities and test questions at the ends of the chapters provide classroom assignments for instructors and reinforcement for students. NEW! Students can now differentiate between terms that are often used in various clinical and research context. Chapter 1 features reviews and definitions of several terms that are used when speaking about speech sound disorders. Some of the latest therapy approaches are discussed , including Complexity Approach, Phonological Awareness Training, Morphosyntax Intervention, and connecting phonology and semantics in Vocabulary Intervention. NEW! Readers keep up to date on the terms and literature they will be using in their professions.

Updates from the American Speech-Language-Hearing Association on nomenclature , which now uses speech sound disorder , instead of the previously used articulation and/or phonological disorder are used throughout. Updated references present much new literature relative to the topics in every chapter. Updates of recent developments in phonemic-based therapy , with summaries of diagnostic and therapeutic implications are included. (Chapter 10) Updates and additions to the section about childhood apraxia of speech give students more information on this seemingly prevalent disorder. (Chapter 11) NEW! Therapists get practical help for understanding and addressing speech sounds in a wide diversity of children . NEW! The new, in-depth examination of the phonotactics of American English in Chapter 2 compares the phonotactics of American English to English learners of a second language. NEW! Expanded information on dialects includes a definition and comparison of Appalachian English versus Ozark English. (Chapter 8) NEW! Additional phonotactic features of several of the languages covered in the English as a second language section help students understand some of the transfer processes from the native language to English as a second language.

(Chapter 8) NEW! New Statistics help students get a better awareness of which native languages might be most prevalent in their particular states --to help better prepare for diagnosis and therapy with these children. (Chapter 8) NEW ! Tagalog/Filipino is added to the other languages, helping students better diagnose and treat this group of children. Included are phonemic inventory variations, comparison of phonemic inventory to that of American English and the phonotactics of Tagalog/Filipino. Also noted are transfer difficulties from the native language to American English based on the inventory and phonotactics.