Assessment of Phonological Representations in Children With Speech Impairment

2005 ◽  
Vol 36 (4) ◽  
pp. 294-307 ◽  
Author(s):  
Dean Sutherland ◽  
Gail T. Gillon
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Reading Development ◽  
Relevant Information ◽  
Speech Development ◽  
Clinical Implications ◽  
Speech Impairment ◽  
Phonological Representations ◽  
Assessment Tasks ◽  
Use Of Assessment

Purpose: This study explored the use of assessment tasks to examine underlying phonological representations in preschool children with speech impairment. The study also investigated the association between performance on phonological representation tasks and phonological awareness development. Method: The performance of 9 children (aged 3;09 [years;months] to 5;03) with moderate or severe speech impairment and 17 children of the same age with typical speech development was investigated on a range of novel receptive-based assessment tasks designed to tap underlying phonological representations. Results: Preschool children with speech impairment experienced more difficulty judging correct and incorrect speech productions of familiar multisyllable words and showed inferior performance in the ability to learn nonwords as compared to children without speech impairment. Performance on these tasks was moderately correlated with phonological awareness ability. Clinical Implications: Factors such as the precision and accessibility of underlying phonological representations of spoken words may contribute to problems in phonological awareness and subsequent reading development for young children with speech impairment. Receptive-based assessments that examine underlying phonological representations provide clinically relevant information for children with speech impairment.

scholarly journals Phonological awareness, verbal working memory and rapid automatic naming as indicators of vocabulary development in preschool children

2021 ◽  
Vol 20 (4) ◽  
pp. 239-257
Author(s):  
Nevena Ječmenica ◽  
Slavica Golubović
Keyword(s):  
Working Memory ◽  
Preschool Children ◽  
Phonological Awareness ◽  
Vocabulary Development ◽  
Verbal Working Memory ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Phonological Representations ◽  
Rapid Automatic Naming ◽  
Analysis And Synthesis

Introduction. According to the lexical restructuring model, the development of vocabulary initiates the development of phonological representations. Therefore, it can be predicted that children with developed vocabulary will possess very specific phonological representations of words. Aim. The aim of this research was to determine the significance of phonological awareness, verbal working memory, and rapid automatic naming as indicators of the development of expressive and receptive vocabulary in preschool children. Method. The research included 86 children of typical development. For the assessment of phonological awareness, verbal working memory, rapid automatic naming, expressive and receptive vocabulary, the subtests of Clinical Evaluation of Language Fundamentals -Fourth Edition battery were used. Results. The results showed that the model containing age, phonological awareness, verbal working memory, and rapid automatic naming predicted 51% of the achievement variance on expressive vocabulary tasks (F = 7.73, df1 = 2, df2 = 75, p < .001) and 38% of the achievement variance on receptive vocabulary tasks (F = 4.65, df1 = 2, df2 = 75, p < .001). In the final model, only the tasks of phoneme identification, phoneme substitution, and rapid automatic naming (p < .05) stood out as statistically significant indicators of expressive vocabulary. On the other hand, statistically significant indicators of receptive vocabulary included analysis and synthesis of phonemes, verbal working memory, and rapid automatic naming (p < .05). Conclusion. The results showed that age, phonological awareness, verbal working memory, and rapid automatic naming significantly contributed to vocabulary development in children before reading acquisition.

The effects of global similarity between stimuli on children's judgment of rime and alliteration

2001 ◽  
Vol 22 (3) ◽  
pp. 327-342 ◽  
Author(s):  
JULIA M. CARROLL ◽  
MARGARET J. SNOWLING
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Phonological Similarity ◽  
Phonological Representations ◽  
Global Similarity

A total of 38 preschool children (3 and 4 years old) were assessed on a set of phonological awareness tasks three times over the course of a year. The tasks used were rhyme and alliteration matching tasks with distractor items that were either semantically or phonologically related to the target. In both tasks, the children found the distractors matched for phonological similarity more difficult to reject than the semantically related distractors or the unrelated distractors. The results emphasize the importance of controlling for global phonological factors when designing phonological awareness tasks. The longitudinal findings are discussed within the context of current theories on the development of phonological representations.

scholarly journals FEATURES OF THE DEVELOPMENT OF THINKING ACTIVITY IN PRESCHOOLERS WITH SPEECH IMPAIRMENT

2021 ◽  
Vol 7 (4) ◽  
pp. 51-60
Author(s):  
Elena Kolchik ◽  
Vladislava Ushakova
Keyword(s):  
Preschool Children ◽  
Cognitive Processes ◽  
Speech Therapy ◽  
Speech Development ◽  
Mental Activity ◽  
Thought Processes ◽  
Speech Impairment ◽  
Distinctive Features ◽  
Cause And Effect ◽  
Normal Speech

The article is devoted to the problem of the development of cognitive processes, namely, mental activity, in older preschoolers with general speech underdevelopment. The study involved 300 older preschoolers (155 boys and 145 girls), of whom 150 preschoolers with general speech underdevelopment, studying in speech therapy groups, and 150 preschoolers with normal speech development, average age 5,5 years. The distinctive features of the development of thought processes in preschoolers with general speech underdevelopment in comparison with children with normal speech development have been identified and analyzed. The degree of formation of the ability to generalize and highlight significant features, build logical connections and identify cause-and-effect relationships in preschoolers has been determined. The prevailing types of thinking in preschool children have been revealed.

Communicative Performance of Adolescents with Severe Speech Impairment

1989 ◽  
Vol 54 (3) ◽  
pp. 403-421 ◽  
Author(s):  
Beth M. Dalton ◽  
Jan L. Bedrosian
Keyword(s):  
Data Analysis ◽  
Peer Interactions ◽  
Consistent Pattern ◽  
Clinical Implications ◽  
Speech Impairment ◽  
Communication Mode ◽  
Mode Function ◽  
Communicative Performance ◽  
Therapy Room ◽  
Communication Board

The communicative performance of 4 preoperational-level adolescents, using limited speech, gestures, and communication board techniques, was examined in a two-part investigation. In Part 1, each subject participated in an academic interaction with a teacher in a therapy room. Data were transcribed and coded for communication mode, function, and role. Two subjects were found to predominantly use the speech mode, while the remaining 2 predominantly used board and one other mode. The majority of productions consisted of responses to requests, and the initiator role was infrequently occupied. These findings were similar to those reported in previous investigations conducted in classroom settings. In Part 2, another examination of the communicative performance of these subjects was conducted in spontaneous interactions involving speaking and nonspeaking peers in a therapy room. Using the same data analysis procedures, gesture and speech modes predominated for 3 of the subjects in the nonspeaking peer interactions. The remaining subject exhibited minimal interaction. No consistent pattern of mode usage was exhibited across the speaking peer interactions. In the nonspeaking peer interactions, requests predominated. In contrast, a variety of communication functions was exhibited in the speaking peer interactions. Both the initiator and the maintainer roles were occupied in the majority of interactions. Pertinent variables and clinical implications are discussed.

Speech impairment and literacy difficulties: Underlying links

2000 ◽  
Vol 17 (1) ◽  
pp. 63-75 ◽  
Author(s):  
Suze Leitão ◽  
Janet Fletcher ◽  
John Hogben
Keyword(s):  
Phonological Awareness ◽  
Emergent Literacy ◽  
Clinical Observation ◽  
Speech Errors ◽  
Speech Impairment ◽  
Phonological Information ◽  
Literacy Outcomes ◽  
Relationship Of ◽  
Impaired Children ◽  
Level Of Processing

AbstractDespite clinical observation of the problems in emergent literacy experienced by unintelligible children, there are conflicting data about the possible relationship of expressive speech problems to literacy acquisition. Several confounding factors may explain the inconsistency in results across studies. Potential confounds include specificity and severity of speech impairment, age of participants, and pattern of speech errors. It was hypothesised that the presence of nondevelopmental speech errors can be considered a symptom of a breakdown at the level of processing phonological information that has an impact on both speech and literacy development. A cohort of 21 specifically speech-impaired children entering Year 1 at school was selected and classified into subgroups based on pattern of speech errors. Phonological awareness measures were administered early in Year 1 and literacy measures in Year 3. The results confirmed thot the presence of nondevelopmental speech errors predicted poorer phonological awareness skills and weaker literacy outcomes, particularly spelling.

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