Development of phonological representations and phonological awareness in children with speech impairment

2007 ◽  
Vol 42 (2) ◽  
pp. 229-250 ◽  
Author(s):  
Dean Sutherland ◽  
Gail T. Gillon
Keyword(s):  
Phonological Awareness ◽  
Speech Impairment ◽  
Phonological Representations

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.

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.

Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments

2020 ◽  
pp. 074193252091885
Author(s):  
Krystal L. Werfel ◽  
Stephanie Al Otaiba ◽  
Young-Suk Kim ◽  
Jeanne Wanzek
Keyword(s):  
Phonological Awareness ◽  
Language Impairment ◽  
Word Reading ◽  
First Grade ◽  
Typical Development ◽  
Speech Impairment ◽  
Single Word ◽  
Spelling Performance ◽  
Language Status ◽  
Word Spelling

The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade children ( N = 529) completed measures of spelling, early word reading, expressive vocabulary, phonological awareness, and morphosyntactic knowledge. Children with language impairment, with or without speech impairments, demonstrated lower spelling performance than children with typical development; children with speech impairment only did not differ from children with typical development. In addition, early word reading and phonological awareness predicted spelling performance, regardless of group. Study findings indicate that language status, but not speech status, is a risk factor for low spelling performance in first grade, and that first-grade spelling instruction should focus on developing early word reading and phonological awareness.

Facilitating Phoneme Awareness Development in 3- and 4-Year-Old Children With Speech Impairment

2005 ◽  
Vol 36 (4) ◽  
pp. 308-324 ◽  
Author(s):  
Gail T. Gillon
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Speech Intelligibility ◽  
Longitudinal Design ◽  
Phoneme Awareness ◽  
Control Group ◽  
Letter Knowledge ◽  
Speech Impairment ◽  
Early Literacy Development ◽  
Reading And Spelling

Purpose: This study investigated the phonological awareness and early literacy development of 12 children who presented at 3 years of age with moderate or severe speech impairment. The children’s response to early intervention that included specific activities to facilitate phoneme awareness and letter knowledge, in addition to improving speech intelligibility, was examined. Method: Using a 3-year longitudinal design, the children’s development in phonological awareness was monitored and compared to that of a group of 19 children without speech impairment. During the monitoring period from 3 to 5 years of age, the children with speech impairment received, on average, 25.5 intervention sessions. At 6 years of age, the children’s performance on phonological awareness, reading, and spelling measures was also compared to that of the 19 children without impairment as well as to a matched control group of children with speech impairment who had not received any specific instruction in phonological awareness. Results: The results indicated that (a) phoneme awareness can be stimulated in children with speech impairment as young as 3 and 4 years of age, (b) facilitating phoneme awareness development can be achieved concurrently with improvement in speech intelligibility, and (c) enhancing phoneme awareness and letter knowledge during the preschool years is associated with successful early reading and spelling experiences for children with speech impairment. Clinical Implications: The data provide evidence to support the clinical practice of integrating activities to develop phoneme awareness and letter knowledge into therapy for 3- and 4-year-old children with moderate or severe speech impairment.

Does strength of phonological representations predict phonological awareness in preschool children?

2001 ◽  
Vol 22 (3) ◽  
pp. 301-325 ◽  
Author(s):  
JUDITH G. FOY ◽  
VIRGINIA MANN
Keyword(s):  
Speech Perception ◽  
Phonological Awareness ◽  
Reading Ability ◽  
Spoken Language ◽  
Vocabulary Knowledge ◽  
Phoneme Awareness ◽  
Word Knowledge ◽  
Letter Knowledge ◽  
Phonological Representations ◽  
Rhyme Awareness

Previous research has shown a clear relationship between phonological awareness and early reading ability. This article concerns some aspects of spoken language skill that may contribute to the development of phonological awareness, as manifested in rhyme awareness and phoneme awareness. It addresses the hypothesis that phonological awareness abilities are associated with measures that purportedly tap into the strength of phonological representations. We examined rhyme awareness, phoneme awareness, articulatory skill, speech perception, vocabulary, and letter and word knowledge in 40 children, aged 4 to 6, who were just beginning to be exposed to formal reading experiences in private preschools. The children also received cognitive tests and tests of reading ability. The results did not validate strength of phonological representation as a unitary construct underlying phonological awareness more generally, but instead revealed a selective pattern of associations between spoken language tasks and aspects of phonological awareness. Speech perception was closely associated with rhyme awareness measures when age, vocabulary, and letter knowledge were controlled. Children with a less developed sense of rhyme had a less mature pattern of articulation, independent of age, vocabulary, and letter knowledge. Phoneme awareness was associated with phonological perception and production. Children with low phoneme awareness skills showed a different pattern of speech perception and articulation errors than children with strong abilities. However, these differences appeared to be largely a function of age, letter knowledge, and especially vocabulary knowledge.

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