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Gierut, J.A. (2001). Complexity in phonological treatment: clinical factors. Language, Speech, and Hearing Services in Schools, 32, 229-241.
Gierut, J.A. (1998). Treatment efficacy: functional phonological disorders in children. Journal of Speech, Language and Hearing Research, 41, S85-S100.
Larrivee, L.S., & Catts, H.W. (1999). Early reading achievement in children with expressive phonological disorders. American Journal of Speech-Language Pathology, 8, 118-128.
McCauley, R. (2004, November). Evidence-based practice: the why and how. Seminar presented at the annual convention of American Speech Language and Hearing Association, Philadelphia, Pennsylvania.
Rvachew, S., Nowak, M., & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13, 250-263.
Rvachew, S., & Nowak, M. (2001). The effect of target-selection strategy on phonological learning. Journal of Speech, Language, and Hearing Research, 44, 610-623.
Rvachew, S., Rafaat, S. & Martin, M. (1999). Stimulability, speech perception skills, and the treatment of phonological disorders. American Journal of Speech- Language Pathology, 8, 33-43.
Williams, A.L. (2006). Sound Contrasts in Phonology: Users Manual. Greenville, SC: Super Duper Publications.
Williams, A.L. (2000). Multiple oppositions: theoretical foundations for an alternative contrastive intervention approach. American Journal of Speech-Language Pathology, 9, 282-288.
Wolfe, V., Presley, C., & Mesaris, J. (2003). The importance of sound identification training in phonological intervention. American Journal of Speech-Language Pathology, 12, 282-288.