ABSTRACT
A few years ago we undertook a study, under the direction of R. E. Levina, of the mastery of the syllabic composition of words by children with retarded speech development. During the course of the investigation it was necessary to compare our data with indices of normal development. It was found that mastery of syllabic composition had been studied much less extensively than acquisition of new sounds (see, for example, the classical study of Shvachkin [20] ).
