A whole-word approach to phonological analysis and intervention

This paper introduces a whole-word approach to phonological analysis and th en demonstrates the use of the approach by conducting an analysis and outli ning treatment recommendations for a child with a phonological disability. Rationale for using a whole-word approach and also for defining phonologica l typologies are presented using the view that Children are word oriented a nd use different patterns to acquire their phonological systems. New measur es for word complexity and target proximity are explained, and four compone nts of a phonological analysis are outlined and subsequently demonstrated.