scholarly journals Working memory in school-age children with and without a persistent speech sound disorder

2017 ◽  
Vol 20 (4) ◽  
pp. 422-433 ◽  
Author(s):  
Kelly Farquharson ◽  
Tiffany P. Hogan ◽  
John E. Bernthal
Keyword(s):  
Working Memory ◽  
Speech Sound ◽  
School Age Children ◽  
School Age ◽  
Speech Sound Disorder

Predicting speech‐sound disorder outcomes in school‐age children with hearing loss: The VicCHILD experience

2020 ◽  
Vol 55 (4) ◽  
pp. 537-546
Author(s):  
Miya St John ◽  
Georgie Columbus ◽  
Amanda Brignell ◽  
Peter Carew ◽  
Jemma Skeat ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Speech Sound ◽  
School Age Children ◽  
School Age ◽  
Speech Sound Disorder ◽  
Children With Hearing Loss

scholarly journals A Pilot Investigation of Speech Sound Disorder Intervention Delivered by Telehealth to School-Age Children

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Sue Grogan-Johnson ◽  
Rodney M. Gabel ◽  
Jacquelyn Taylor ◽  
Lynne E. Rowan ◽  
Robin Alvares ◽  
...  
Keyword(s):  
Service Delivery ◽  
Sound Production ◽  
Speech Therapy ◽  
School Setting ◽  
Speech Sound ◽  
School Age Children ◽  
School Age ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Post Intervention

This article describes a school-based telehealth service delivery model and reports outcomes made by school-age students with speech sound disorders in a rural Ohio school district. Speech therapy using computer-based speech sound intervention materials was provided either by live interactive videoconferencing (telehealth), or conventional side-by-side intervention.  Progress was measured using pre- and post-intervention scores on the Goldman Fristoe Test of Articulation-2 (Goldman & Fristoe, 2002). Students in both service delivery models made significant improvements in speech sound production, with students in the telehealth condition demonstrating greater mastery of their Individual Education Plan (IEP) goals. Live interactive videoconferencing thus appears to be a viable method for delivering intervention for speech sound disorders to children in a rural, public school setting. Keywords:  Telehealth, telerehabilitation, videoconferencing, speech sound disorder, speech therapy, speech-language pathology; E-Helper

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.

Working memory and fluid intelligence predict reading comprehension in school‐age children: a one‐year longitudinal study

2021 ◽  
Author(s):  
Santiago Vernucci ◽  
Yesica Aydmune ◽  
María Laura Andrés ◽  
Débora Inés Burin ◽  
Lorena Canet‐Juric
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Longitudinal Study ◽  
Fluid Intelligence ◽  
School Age Children ◽  
School Age ◽  
One Year

Children's Speech Perception in Noise: Evidence for Dissociation From Language and Working Memory

2018 ◽  
Vol 61 (5) ◽  
pp. 1294-1305 ◽  
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Natalie J. Benafield
Keyword(s):  
Working Memory ◽  
Speech Perception ◽  
Large Scale ◽  
Short Term Memory ◽  
School Age Children ◽  
School Age ◽  
Normal Range ◽  
Language Abilities ◽  
Speech Perception In Noise ◽  
Attention Memory

Purpose We examined the association between speech perception in noise (SPIN), language abilities, and working memory (WM) capacity in school-age children. Existing studies supporting the Ease of Language Understanding (ELU) model suggest that WM capacity plays a significant role in adverse listening situations. Method Eighty-three children between the ages of 7 to 11 years participated. The sample represented a continuum of individual differences in attention, memory, and language abilities. All children had normal-range hearing and normal-range nonverbal IQ. Children completed the Bamford–Kowal–Bench Speech-in-Noise Test (BKB-SIN; Etymotic Research, 2005), a selective auditory attention task, and multiple measures of language and WM. Results Partial correlations (controlling for age) showed significant positive associations among attention, memory, and language measures. However, BKB-SIN did not correlate significantly with any of the other measures. Principal component analysis revealed a distinct WM factor and a distinct language factor. BKB-SIN loaded robustly as a distinct 3rd factor with minimal secondary loading from sentence recall and short-term memory. Nonverbal IQ loaded as a 4th factor. Conclusions Results did not support an association between SPIN and WM capacity in children. However, in this study, a single SPIN measure was used. Future studies using multiple SPIN measures are warranted. Evidence from the current study supports the use of BKB-SIN as clinical measure of speech perception ability because it was not influenced by variation in children's language and memory abilities. More large-scale studies in school-age children are needed to replicate the proposed role played by WM in adverse listening situations.

scholarly journals Brain event-related potentials to phoneme contrasts and their correlation to reading skills in school-age children

2017 ◽  
Vol 42 (3) ◽  
pp. 357-372 ◽  
Author(s):  
Jarmo Hämäläinen ◽  
Nicole Landi ◽  
Otto Loberg ◽  
Kaisa Lohvansuu ◽  
Kenneth Pugh ◽  
...  
Keyword(s):  
Speech Perception ◽  
Phonological Processing ◽  
Reading Skills ◽  
Speech Sound ◽  
Event Related Potentials ◽  
School Age Children ◽  
School Age ◽  
The Us ◽  
Related Potentials ◽  
Us Children

Development of reading skills has been shown to be tightly linked to phonological processing skills and to some extent to speech perception abilities. Although speech perception is also known to play a role in reading development, it is not clear which processes underlie this connection. Using event-related potentials (ERPs) we investigated the speech processing mechanisms for common and uncommon sound contrasts (/ba/-/da/-/ga/ and /ata/-/at: a/) with respect to the native language of school-age children in Finland and the US. In addition, a comprehensive behavioral test battery of reading and phonological processing was administered. ERPs revealed that the children could discriminate between the speech sound contrasts (place of articulation and phoneme length) regardless of their native language. No differences emerged between the Finnish and US children in their change detection responses. The brain responses to the phoneme length contrast, however, correlated robustly with reading scores in the US children, with larger responses being linked to poorer reading skills. Finnish children also showed correlations between the reading and phonological measures and ERP responses, but the pattern of results was not as clear as for the US children. The results indicate that speech perception is linked to reading skills and this link is more robust for uncommon speech sound contrasts.

scholarly journals Concurrent Validity Between Two Sound Sequencing Tasks Used to Identify Childhood Apraxia of Speech in School-Age Children

2021 ◽  
pp. 1-9
Author(s):  
Jonathan L. Preston ◽  
Nina R. Benway ◽  
Megan C. Leece ◽  
Nicole F. Caballero
Keyword(s):  
Concurrent Validity ◽  
Time Pressure ◽  
Speech Sound ◽  
School Age Children ◽  
Apraxia Of Speech ◽  
Speech Sound Disorder ◽  
Childhood Apraxia Of Speech ◽  
Sequencing Errors ◽  
Syllable Repetition ◽  
Task Requirements

Purpose To assess the concurrent validity of two tasks used to inform diagnosis of childhood apraxia of speech (CAS), this study evaluated the agreement between the Syllable Repetition Task (SRT) and the Maximum Repetition Rate of Trisyllables (MRR-Tri). Method A retrospective analysis was conducted with 80 children 7–16 years of age who were referred for treatment studies. All children had a speech sound disorder, and all completed both the SRT and the MRR-Tri. On each task, children were classified as meeting or not meeting the tool's threshold for CAS based on the sound sequencing errors demonstrated. Results The two tasks were in agreement for 47 participants (59% of the sample); both tasks classified 13 children as meeting the threshold for CAS and 34 children as not meeting the threshold for CAS. However, the two tasks disagreed on CAS classification for 33 children (41% of the sample). Overall, the MRR-Tri identified more children as having sound sequencing errors indicative of CAS ( n = 39) than did the SRT ( n = 20). Conclusions These two tasks of sound sequencing differ in the children they identify with CAS, possibly due to aspects of the underlying task requirements (e.g., time pressure). The SRT and the MRR-Tri should not be used in isolation to identify CAS but may be useful as part of a balanced CAS assessment battery that includes additional tasks that inform the nature of the impairment and that aid treatment planning. Supplemental Material https://doi.org/10.23641/asha.14110280

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