Phonological Processing and Language Skills in Preschool Children with Speech Sound Disorders According to Phonological Awareness Skills

2018 ◽  
Vol 27 (4) ◽  
pp. 69-77 ◽  
Author(s):  
Hyun Jung Lee ◽  
Young Tae Kim ◽  
Bo Myung Hwang
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Language Skills ◽  
Speech Sound ◽  
Speech Sound Disorders

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.

Polysyllable Speech Accuracy and Predictors of Later Literacy Development in Preschool Children With Speech Sound Disorders

2017 ◽  
Vol 60 (7) ◽  
pp. 1877-1890 ◽  
Author(s):  
Sarah Masso ◽  
Elise Baker ◽  
Sharynne McLeod ◽  
Cen Wang
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Phonological Processing ◽  
Literacy Development ◽  
Digit Span ◽  
Speech Sound ◽  
Poor Performance ◽  
Receptive Vocabulary ◽  
Speech Sound Disorders ◽  
Print Knowledge

Purpose The aim of this study was to determine if polysyllable accuracy in preschoolers with speech sound disorders (SSD) was related to known predictors of later literacy development: phonological processing, receptive vocabulary, and print knowledge. Polysyllables—words of three or more syllables—are important to consider because unlike monosyllables, polysyllables have been associated with phonological processing and literacy difficulties in school-aged children. They therefore have the potential to help identify preschoolers most at risk of future literacy difficulties. Method Participants were 93 preschool children with SSD from the Sound Start Study. Participants completed the Polysyllable Preschool Test (Baker, 2013) as well as phonological processing, receptive vocabulary, and print knowledge tasks. Results Cluster analysis was completed, and 2 clusters were identified: low polysyllable accuracy and moderate polysyllable accuracy. The clusters were significantly different based on 2 measures of phonological awareness and measures of receptive vocabulary, rapid naming, and digit span. The clusters were not significantly different on sound matching accuracy or letter, sound, or print concept knowledge. Conclusions The participants' poor performance on print knowledge tasks suggested that as a group, they were at risk of literacy difficulties but that there was a cluster of participants at greater risk—those with both low polysyllable accuracy and poor phonological processing.

scholarly journals Alphabetic Knowledge and Phonological Awareness : A comparison between Malaysian Preschool Children from Public and Private Kindergartens

2020 ◽  
Vol 6 (2) ◽  
pp. 1-15
Author(s):  
Joanna Joo Ying Wang ◽  
Julia Ai Cheng Lee
Keyword(s):  
Preschool Children ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Public And Private ◽  
Learning To Read ◽  
Letter Naming ◽  
Private And Public ◽  
Comprehensive Test ◽  
The Mean ◽  
Alphabetic Knowledge

Alphabetic knowledge and phonological awareness are essential skills in learning to read. This research examined the level of acquisition on alphabetic knowledge and phonological awareness among 60 preschoolers from private and public preschools in Kuching, Sarawak. The mean age of the children was 5.58. The children were administered letter name and sound knowledge, and letter naming fluency tests to examine their alphabetic knowledge; Comprehensive Test of Phonological Processing and Yopp-Singer Phoneme Segmentation Test to examine their phonological awareness. Higher achievement in alphabetic knowledge and phonological awareness was found among preschoolers from private preschools compared to those from public preschools. This study discusses the implications for practice and the ways teachers could explicitly foster alphabetic knowledge and phonological awareness skills in the classroom. Keywords: learning to read, alphabetic knowledge, phonological awareness, preschool children.

scholarly journals Data-Driven Subclassification of Speech Sound Disorders in Preschool Children

2014 ◽  
Vol 57 (6) ◽  
pp. 2033-2050 ◽  
Author(s):  
Jennell C. Vick ◽  
Thomas F. Campbell ◽  
Lawrence D. Shriberg ◽  
Jordan R. Green ◽  
Klaus Truemper ◽  
...  
Keyword(s):  
Preschool Children ◽  
Speech Sound ◽  
Data Driven ◽  
Speech Sound Disorders
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