A total of 228 errors were produced by participants
(M¼3.30, SD¼12.26). In the group as a whole, 24
different error types were identified. Of these 24
different error types, only 12 were evident at least
three times in the speech of one or more children.
Figure 1 shows the frequency of the 12 different
error types; Figure 2 shows the number of children
producing each error type at least three times. In
both figures developmental processes are marked
with white bars and disordered processes/errors are
marked with black bars.
The most common process