Helping individuals become intelligible, literate, and articulate

Abstract

This article provides a framework for consideration of the possible impact of a disordered phonological system (expressive or receptive) on an individual's progression toward becoming intelligible, literate, and articulate. Research results and current guidelines for identification of critical intelligibility and phonological awareness deficiencies, as well as implications for intervention, are summarized. In addition, following a brief review of options for expediting intelligibility gains, highlights of research studies designed to enhance metaphonological skills are presented.