Article Details

Changes in feature awareness and production during phonological intervention were examined separately in four preschool-aged children with severe phonological impairment. Each received intervention that incorporated attention to the features of three error patterns and provided opportunities to practice productions for those patterns. Awareness skills and production performance were assessed repeatedly in the context of a multiple-probe design. Relationships between the two variables were then observed. Results indicated that the rate and degree of change in awareness did not always parallel production performance. The findings suggest that both feature awareness and production should be considered when planning intervention.