Methodological Improvements in the Assessment of Phonological Discrimination in Children

KAMIL, MICHAEL L., and RUDEGEAIR, ROBERT E. Methodological Improvements in the Assessment of Phonological Discrimination in Children. CHILD DEVELOPMENT, 1972, 43, 1087-1091. High error rates on conventional sound discrimination tests seem to implicate task variables. To reduce task difficulty, this study adopted (1) repeated-contrast pairs (e.g., /bob/-/dod/) and (2) multiple testing sessions. Experiment I used nonsense syllables to test discrimination of first grade and kindergarten children. A list was presented to each S on 6 successive days. Experiment II used the Wepman Test of Auditory Discrimination for 4 successive days. The results have 2 major implications: First, repeated testing is a necessity for young children. Second, repeated contrasts may provide a more accurate assessment of phonological discrimination ability in children.