For example, some studies have shown that when teaching stimulable and non-stimulable sounds to children the treated stimulable sounds lead to the acquisition of untreated stimulable sounds whereas treated non-stimulable sounds did not lead to the acquisition of untreated non-stimulable sounds (Crosbie). This evidence suggests that treating stimulable sounds would be more effective in adding a greater amount of phonemes to a child’s repertoire. However, there is also research that suggests that the treatment of non-stimulable sounds will lead to the acquisition of stimulable sounds. This indicates that treatment of non-stimulable sounds would better lead to increasing the amount of sounds in a child’s phonetic inventory. Though, there is agreement that treating non-stimulable sounds will not lead to the child learning any other non-stimulable sounds
For example, some studies have shown that when teaching stimulable and non-stimulable sounds to children the treated stimulable sounds lead to the acquisition of untreated stimulable sounds whereas treated non-stimulable sounds did not lead to the acquisition of untreated non-stimulable sounds (Crosbie). This evidence suggests that treating stimulable sounds would be more effective in adding a greater amount of phonemes to a child’s repertoire. However, there is also research that suggests that the treatment of non-stimulable sounds will lead to the acquisition of stimulable sounds. This indicates that treatment of non-stimulable sounds would better lead to increasing the amount of sounds in a child’s phonetic inventory. Though, there is agreement that treating non-stimulable sounds will not lead to the child learning any other non-stimulable sounds