What pairs of words should be used to apply the multiple oppositions method for phonological errors?

What pairs of words should be used to apply the multiple oppositions method for phonological errors?

• A. "son" and "ton"
• B. "torn" and "sore"
• C. "doe" and "go"
• D. "key" and "tea"

Answer: (B)

The multiple oppositions method is a therapeutic approach used in speech-language therapy for treating children who exhibit phonological errors. This method involves simultaneously contrasting a child's error sound with several targets that the child misarticulates, often focusing on the same place or manner of articulation. The chosen pair of words, "torn" and "sore," represents an effective application of the multiple oppositions method because they showcase a systematic contrast involving multiple phonological processes. In this case, the initial consonants "t" and "s" differ in voicing and manner (one is a voiceless stop while the other is a voiceless fricative) which can help in training the child’s ability to differentiate these sounds. When evaluating the other pairs, they do not align as effectively for multiple oppositions. For example, "son" and "ton" have only one contrasting sound, which limits the scope of phoneme differentiation. Similarly, "doe" and "go" involve vowel and consonant substitutions but lack a broad contrast across multiple phonemes in the initial position. Lastly, "key" and "tea" represent another singular contrast that does not encompass as many opposing phonemes as "torn" and "sore."

The multiple oppositions method is a therapeutic approach used in speech-language therapy for treating children who exhibit phonological errors. This method involves simultaneously contrasting a child's error sound with several targets that the child misarticulates, often focusing on the same place or manner of articulation.

The chosen pair of words, "torn" and "sore," represents an effective application of the multiple oppositions method because they showcase a systematic contrast involving multiple phonological processes. In this case, the initial consonants "t" and "s" differ in voicing and manner (one is a voiceless stop while the other is a voiceless fricative) which can help in training the child’s ability to differentiate these sounds.

When evaluating the other pairs, they do not align as effectively for multiple oppositions. For example, "son" and "ton" have only one contrasting sound, which limits the scope of phoneme differentiation. Similarly, "doe" and "go" involve vowel and consonant substitutions but lack a broad contrast across multiple phonemes in the initial position. Lastly, "key" and "tea" represent another singular contrast that does not encompass as many opposing phonemes as "torn" and "sore."