Phonological Awareness and Writing Ability of School-Aged Children with and without Speech Sound Disorders

2015 ◽  
Vol 24 (4) ◽  
pp. 225-236
Author(s):  
민종현 ◽  
최성희 ◽  
최철희 ◽  
이경재
Keyword(s):  
Phonological Awareness ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Writing Ability ◽  
School Aged Children

Identifying phonological awareness difficulties in preschool children with speech sound disorders

2014 ◽  
Vol 17 (1) ◽  
pp. 58-68
Author(s):  
Sarah Masso ◽  
Elise Baker ◽  
Sharynne McLeod ◽  
Jane McCormack
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Speech Sound ◽  
Speech Sound Disorders

Speech Errors and Phonological Awareness in Children Ages 4 and 5 Years With and Without Speech Sound Disorder

2019 ◽  
Vol 62 (9) ◽  
pp. 3276-3289 ◽  
Author(s):  
Françoise Brosseau-Lapré ◽  
Elizabeth Roepke
Keyword(s):  
Phonological Awareness ◽  
Language Skills ◽  
Speech Sound ◽  
Speech Errors ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Monosyllabic Words ◽  
Speech And Language Development ◽  
To Receive ◽  
The Relationship

Purpose The aim of this study was to examine the relationship between types of speech errors produced by children with speech sound disorders (SSD) and children with typical speech and language development (TD) and phonological awareness (PA) skills. Method Participants were 40 children, half with SSD and half with TD, ages 4 and 5 years. They completed standard speech, language, and PA tests as well as produced single words varying in length from 1 to 5 syllables. Production of each consonant was classified as either correct production, omission, substitution, and distortion; errors were also classified as typical or atypical. Results The children with SSD produced similar proportions of each type of speech errors in mono-, di-, and multisyllabic words. In contrast, the children with TD produced much lower, but not significantly different, proportions of omissions, substitutions, distortions, and typical speech errors at each word length. They produced no atypical errors in monosyllabic words and were significantly more likely to produce them in multisyllabic words. Proportions of omissions and atypical speech errors were significantly correlated with PA performance. Variance in PA skills was predicted partly by vocabulary, language skills, and age; omissions accounted for an additional 5% of variance in PA. Other types of speech errors did not account for additional significant variance in PA performance. Conclusions Poorer PA skills were found to be associated with omissions and atypical speech errors. Research is required to investigate the potential of omission and atypical error use in predicting which children are likely to receive diagnoses of SSD and later literacy difficulties.

scholarly journals Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children With Histories of Speech Sound Disorders

2013 ◽  
Vol 22 (2) ◽  
pp. 173-184 ◽  
Author(s):  
Jonathan L. Preston ◽  
Margaret Hull ◽  
Mary Louise Edwards
Keyword(s):  
Phonological Awareness ◽  
Sound Production ◽  
Speech Sound ◽  
Receptive Language ◽  
Syllable Structure ◽  
School Age ◽  
Speech Sound Disorders ◽  
Error Patterns ◽  
Speech Error ◽  
Literacy Scores

Purpose To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost 4 years later. Method Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 (years;months) and were followed up at age 8;3. The frequency of occurrence of preschool distortion errors, typical substitution and syllable structure errors, and atypical substitution and syllable structure errors was used to predict later speech sound production, PA, and literacy outcomes. Results Group averages revealed below-average school-age articulation scores and low-average PA but age-appropriate reading and spelling. Preschool speech error patterns were related to school-age outcomes. Children for whom >10% of their speech sound errors were atypical had lower PA and literacy scores at school age than children who produced <10% atypical errors. Preschoolers who produced more distortion errors were likely to have lower school-age articulation scores than preschoolers who produced fewer distortion errors. Conclusion Different preschool speech error patterns predict different school-age clinical outcomes. Many atypical speech sound errors in preschoolers may be indicative of weak phonological representations, leading to long-term PA weaknesses. Preschoolers' distortions may be resistant to change over time, leading to persisting speech sound production problems.

scholarly journals Perception of Speech Sounds in School-Aged Children with Speech Sound Disorders

2015 ◽  
Vol 36 (04) ◽  
pp. 224-233 ◽  
Author(s):  
Julia Irwin ◽  
Jacqueline Turcios ◽  
Jonathan Preston
Keyword(s):  
Speech Sound ◽  
Speech Sounds ◽  
Speech Sound Disorders ◽  
School Aged Children
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