A whole-word approach to phonological analysis and intervention

This paper introduces a whole-word approach to phonological analysis and then demonstrates the use of the approach by conducting an analysis and outlining treatment recommendations for a child with a phonological disability. Rationale for using a whole-word approach and also for defining phonological typologies are presented using the view that children are word oriented and use different patterns to acquire their phonological systems. New measures for word complexity and target proximity are explained, and four components of a phonological analysis are outlined and subsequently demonstrated.