scholarly journals Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits

2018 ◽  
Vol 49 (4) ◽  
pp. 774-786 ◽  
Author(s):  
Kathryn L. Cabbage ◽  
Kelly Farquharson ◽  
Jenya Iuzzini-Seigel ◽  
Jennifer Zuk ◽  
Tiffany P. Hogan
Keyword(s):  
At Risk ◽  
Young Children ◽  
Speech Production ◽  
Sound Production ◽  
Speech Sound ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
History Of ◽  
Production Errors

Purpose Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production–specific risk factors that may help predict or identify dyslexia in young children. Method In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia. Results Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia. Conclusion Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

A Survey of Speech Sound Productions in Children With Visual Impairments

2018 ◽  
Vol 40 (4) ◽  
pp. 206-219
Author(s):  
Monica Gordon-Pershey ◽  
Shannon Zeszut ◽  
Kyle Brouwer
Keyword(s):  
Sound Production ◽  
Visual Impairments ◽  
Speech Sound ◽  
Speech Language Pathologists ◽  
Medical Diagnoses ◽  
Treatment Techniques ◽  
Speech Characteristics ◽  
Developmental Conditions ◽  
Production Errors ◽  
Children With Visual Impairments

This survey addressed a twofold need: first, research into speech sound productions in children with visual impairments and, second, evidence upon which speech-language pathologists might base interventions for children with visual impairments. Fifteen speech-language pathologists responded to a survey about speech sound productions in caseload children with visual impairments. Respondents reported the speech characteristics of 46 children, their coexisting medical diagnoses and developmental conditions, the nature of their visual impairments, and therapy approaches used. Children and teens with visual impairments demonstrated speech sound production errors. It is not conclusive that errors resulted from having visual impairments. Respondents reported effective speech treatment techniques. This study contributes a detailed report of speech sound productions in children who, despite a diversity of coexisting diagnoses, had visual impairment in common. Findings provide a point of reference regarding speech sound productions in children with visual impairments, as well as efficacious treatments.

Comprehensive Assessment of Speech Sound Production in Preschool Children

2016 ◽  
Vol 1 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Toby Macrae
Keyword(s):  
Preschool Children ◽  
Sound Production ◽  
Pattern Analysis ◽  
Target Selection ◽  
Speech Sound ◽  
Single Word ◽  
Speech Sound Disorder ◽  
Connected Speech ◽  
Speech Language Pathologist ◽  
Depth Analysis

This paper describes a comprehensive speech sound assessment for preschool children suspected of having a speech sound disorder (SSD). Recommended components include standardized single-word testing, additional single-word testing, connected speech sampling, phonological analyses, stimulability testing, and inconsistency testing. While data collection and some cursory analyses take place during the evaluation session, allowing the speech-language pathologist (SLP) to share key information with the parents/caregivers, much of the in-depth analysis takes place later. Since most preschool children's SSDs are phonological in nature, a phonological approach to analysis, target selection, and treatment is required. Two examples of phonological analyses, a place-voice-manner (PVM) analysis and an error pattern analysis, are discussed. Both allow the SLP to identify patterns of difficulty in the child's speech with regards to the place, voicing, and/or manner characteristics of target consonants. Phonological analyses can be performed using the child's single-word and connected speech samples. This information, along with the results from the stimulability and inconsistency testing, will allow the SLP to gain a complete picture of the child's speech sound abilities and difficulties, determine prognosis for change, and identify treatment targets.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

Differences in Children’s Sound Production When Speaking With a Cochlear Implant Turned On and Turned Off

1996 ◽  
Vol 39 (3) ◽  
pp. 604-610 ◽  
Author(s):  
Nancy Tye-Murray ◽  
Linda Spencer ◽  
Elizabeth Gilbert Bedia ◽  
George Woodworth
Keyword(s):  
Cochlear Implant ◽  
Speech Production ◽  
Cochlear Implants ◽  
Sound Production ◽  
Proprioceptive Feedback ◽  
Speech Sample ◽  
Speech Language Pathologists ◽  
Monosyllabic Words ◽  
Consonant Voicing ◽  
Vowel Height

Twenty children who have worn a Cochlear Corporation cochlear implant for an average of 33.6 months participated in a device-on/off experiment. They spoke 14 monosyllabic words three times each after having not worn their cochlear implant speech processors for several hours. They then spoke the same speech sample again with their cochlear implants turned on. The utterances were phonetically transcribed by speech-language pathologists. On average, no difference between speaking conditions on indices of vowel height, vowel place, initial consonant place, initial consonant voicing, or final consonant voicing was found. Comparisons based on a narrow transcription of the speech samples revealed no difference between the two speaking conditions. Children who were more intelligible were no more likely to show a degradation in their speech production in the device-off condition than children who were less intelligible. In the device-on condition, children sometimes nasalized their vowels and inappropriately aspirated their consonants. Their tendency to nasalize vowels and aspirate initial consonants might reflect an attempt to increase proprioceptive feedback, which would provide them with a greater awareness of their speaking behavior.

scholarly journals Tongue contour for /s/ and /?/ in children with speech sound disorder

CoDAS ◽  
2014 ◽  
Vol 26 (3) ◽  
pp. 248-251 ◽  
Author(s):  
Haydée Fiszbein Wertzner ◽  
Danira Tavares Francisco ◽  
Luciana de Oliveira Pagan-Neves
Keyword(s):  
Speech Sound ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Typically Developing Children ◽  
Phonological Process ◽  
Phonological Processes ◽  
Speech Language Pathologist ◽  
Group 3 ◽  
Group 2 ◽  
Group 1

PURPOSE: To describe the tongue shape for /s/ and /∫/ sounds in three different groups of children with and without speech sound disorder. METHODS: The six participants were divided into three groups: Group 1 - two typically developing children, Group 2 - two children with speech sound disorder presenting any other phonological processes but not the ones involving the production of the /∫/ and Group 3 - two children with speech sound disorder presenting any phonological processes associated to the presence of the phonological process of palatal fronting (these two children produced /∫/ as /s/) aged between 5 and 8 years old, all speakers of Brazilian Portuguese. The data were the words /'∫avi/ (key) and /'sapu/ (frog). Tongue contour was individually traced for the five productions of each target word. RESULTS: The analysis of the tongue contour pointed to evidences that both /s/ and /∫/ were produced using distinct tongue contours for G1 and G2. The production of these two groups was more stable than G3. The tongue contour for /s/ and /∫/ from the children in G3 was similar, indicating that their production was undifferentiated. CONCLUSION: The use of the ultrasound applied to the speech analysis was effective to confirm the perceptual analysis of the sound made by the speech-language pathologist.

Novel Stimuli for Obtaining Nasalance Measures from Young Children

1996 ◽  
Vol 33 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Thomas Watterson ◽  
Julie Hinton ◽  
Stephen Mcfarlane
Keyword(s):  
At Risk ◽  
Statistical Analysis ◽  
Young Children ◽  
Correlation Coefficient ◽  
Communication Disorders ◽  
Velopharyngeal Insufficiency ◽  
Children At Risk ◽  
Significant Difference ◽  
History Of ◽  
The Mean

The use of novel stimuli for obtaining nasalance measures in young children was the focus of this study. The subjects were 20 children without a history of communication disorders and 20 children at risk for velopharyngeal insufficiency (VPI). Each subject recited three passages; the standard Zoo Passage, and two novel stimuli that were named the Turtle Passage and the Mouse Passage. Like the Zoo Passage, the Turtle Passage contained no normally nasal consonants. The Mouse Passage was about 11% nasal consonants, which is similar to the Rainbow Passage. Statistical analysis showed no significant difference between the mean nasalance for the Zoo Passage and the Turtle Passage for either the subjects without risk of VPI (15.4% vs 15.7%) or for those at risk (30.4% vs 28.8%). Nasalance measures for the Mouse Passage were significantly higher than for either the Zoo Passage or the Turtle Passage. Listeners rated the stimuli on a 5-point equal-appearing intervals scale. The correlation coefficient between listener judgments of hypernasality and nasalance was significant for the Zoo Passage (r = 0.70) and for the Turtle Passage (r = 0.51) but not significant for the Mouse Passage (r = 0.32). Using cut-off scores of 22% for nasalance and 2.25 for hypernasality, the sensitivity for the Zoo Passage was 0.72, and for the Turtle Passage, 0.83.

scholarly journals Identification and Remediation of Phonological and Motor Errors in Acquired Sound Production Impairment

2017 ◽  
Vol 60 (6S) ◽  
pp. 1726-1738 ◽  
Author(s):  
Adam Buchwald ◽  
Bernadine Gagnon ◽  
Michele Miozzo
Keyword(s):  
Speech Production ◽  
Phonological Processing ◽  
Sound Production ◽  
Motor Planning ◽  
Consonant Cluster ◽  
Apraxia Of Speech ◽  
Training Task ◽  
Production Errors ◽  
Repetition Task ◽  
Error Types

Purpose This study aimed to test whether an approach to distinguishing errors arising in phonological processing from those arising in motor planning also predicts the extent to which repetition-based training can lead to improved production of difficult sound sequences. Method Four individuals with acquired speech production impairment who produced consonant cluster errors involving deletion were examined using a repetition task. We compared the acoustic details of productions with deletion errors in target consonant clusters to singleton consonants. Changes in accuracy over the course of the study were also compared. Results Two individuals produced deletion errors consistent with a phonological locus of the errors, and 2 individuals produced errors consistent with a motoric locus of the errors. The 2 individuals who made phonologically driven errors showed no change in performance on a repetition training task, whereas the 2 individuals with motoric errors improved in their production of both trained and untrained items. Conclusions The results extend previous findings about a metric for identifying the source of sound production errors in individuals with both apraxia of speech and aphasia. In particular, this work may provide a tool for identifying predominant error types in individuals with complex deficits.

scholarly journals Speech sound production accuracy produced by North Korean defectors’ adolescent children born in China

2021 ◽  
Vol 6 (2) ◽  
pp. 113-117
Author(s):  
Eun Kyoung Lee ◽  
Hyun Jung Lee
Keyword(s):  
Speech Production ◽  
Sound Production ◽  
Speech Sound ◽  
Clinical Implications ◽  
Number Of Children ◽  
North Korean Refugee ◽  
Word Level ◽  
North Korean Refugees ◽  
North Korean Defectors ◽  
Different Characteristics

Purpose:Children from North Korean defector families possess different characteristics from children with other multicultural and multilingual backgrounds in Korea, partially due to the fact that the number of children born in third countries is higher than those of children born in North Korea. The purpose of the study is to analyze the word-level speech sound productions of adolescent children of North Korean refugee mothers, primarily through a calculation of speech sound accuracy.Methods: The participants consisted of 11 adolescent children whose mothers were North Korean defectors, and whose fathers were Chinese. Participants’ speech sound production skills were assessed using 103 words from the KS-PAPT and U-TAP.Results: Korean defectors’ adolescent children have lower consonant accuracy (PCC= 79.14%) compared to vowel accuracy (PVC=94.71%). The consonant accuracy of liquid/ㄹ/ was significantly lower than those of other manners of articulation. The consonant accuracy of word-final codas was significantly lower than those of other positions in word.Conclusions: This current research has clinical implications for the assessment and analysis of the speech production abilities of the adolescent children of North Korean refugees.

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