Phonological Knowledge and Cognates: Reply to Tomes Tomes presents a reanalysis and offers alternate explanations for observed individual differences in phonological learning patterns reported in Gierut, Elbert, and Dinnsen (1987) . Gierut et al. identified two factors that appeared to account for the observed individual differences: a child’s productive phonological knowledge and the starting point of treatment based ... Letter to the Editor
Letter to the Editor  |   June 01, 1990
Phonological Knowledge and Cognates: Reply to Tomes
 
Author Affiliations & Notes
  • Judith A. Gierut
    Indiana University
  • Mary Elbert
    Indiana University
  • Daniel A. Dinnsen
    Indiana University
Article Information
Letters to the Editor
Letter to the Editor   |   June 01, 1990
Phonological Knowledge and Cognates: Reply to Tomes
Journal of Speech, Language, and Hearing Research, June 1990, Vol. 33, 409-412. doi:10.1044/jshr.3302.409
History: Received June 13, 1989 , Accepted July 10, 1989
 
Journal of Speech, Language, and Hearing Research, June 1990, Vol. 33, 409-412. doi:10.1044/jshr.3302.409
History: Received June 13, 1989; Accepted July 10, 1989
ACKNOWLEDGMENTS
This work was supported in part by grants from the National Institutes of Health (R29 NS 25375 and R01 NS 20976) and the Biomedical Research Support Grant Program (S07 RR 7031L) to Indiana University, Bloomington. Steve Chin and Phil Connell provided helpful comments.
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