ABSTRACT
Words derive their structure not only from the sounds they include but also from the
organization of those sounds within the word. This organization is the phonotactic
level of the word: roughly, its shape including the sequence of its elements. Often,
children with immature or disordered phonologies demonstrate phonotactic as well as
phonetic limitations. Sometimes, the child may produce an age-appropriate variety
of consonants and vowels but be unable to use them in the configurations required
by the language: final consonants, clusters, multisyllabic words, and so forth. In
such cases, the most appropriate therapy goals may be phonotactic, rather than phonetic,
ones. Studies have shown that clinical focus on a new word or syllable shape may generalize
well beyond the specific sound or sounds targeted in that position. These ideas are
explored in this article, along with specific therapy results and recommendations
for various phonotactic limitations.
KEYWORD
Phonotactic - syllable - word - treatment
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1
This aspect of phonology is also referred to as the ``prosodic tier,'' but we will
use the term phonotactic here to avoid confusion between syllable and word shapes
versus intonation
2
Other languages have different stress patterns. For example, in French the last syllable
of the word always gets the primary stress
