13. The Acquisition of Phonological Awareness in Children with Mild General Learning Difficulties: Delayed or Disordered Speech Development?

2020 ◽  
pp. 274-323
Keyword(s):  
Phonological Awareness ◽  
Learning Difficulties ◽  
Speech Development ◽  
Disordered Speech

Physiologic Studies Provide New Perspectives on Early Speech Development

2010 ◽  
Vol 20 (2) ◽  
pp. 29-36
Author(s):  
Erin M. Wilson ◽  
Ignatius S. B. Nip
Keyword(s):  
Motor Control ◽  
Motor Development ◽  
Motion Tracking ◽  
Speech Development ◽  
Speech Motor Control ◽  
Therapeutic Approaches ◽  
Facial Motion ◽  
Disordered Speech ◽  
Speech Motor ◽  
Physiologic Data

Abstract Although certain speech development milestones are readily observable, the developmental course of speech motor control is largely unknown. However, recent advances in facial motion tracking systems have been used to investigate articulator movements in children and the findings from these studies are being used to further our understanding of the physiologic basis of typical and disordered speech development. Physiologic work has revealed that the emergence of speech is highly dependent on the lack of flexibility in the early oromotor system. It also has been determined that the progression of speech motor development is non-linear, a finding that has motivated researchers to investigate how variables such as oromotor control, cognition, and linguistic factors affect speech development in the form of catalysts and constraints. Physiologic data are also being used to determine if non-speech oromotor behaviors play a role in the development of speech. This improved understanding of the physiology underlying speech, as well as the factors influencing its progression, helps inform our understanding of speech motor control in children with disordered speech and provide a framework for theory-driven therapeutic approaches to treatment.

The study of the instrumental aggression in the junior schoolchildren with the disordered speech development

2016 ◽  
Vol 3 (2) ◽  
pp. 32-37
Author(s):  
Olena Belova
Keyword(s):  
Speech Disorders ◽  
Speech Development ◽  
General Level ◽  
Activity Increase ◽  
Living Space ◽  
Theoretical Approaches ◽  
Vital Interest ◽  
Points Of View ◽  
Verbal Insults ◽  
Disordered Speech

The article deals with one of the most important problems of modern life − children's aggression, which becomes apparent in passively-aggressive, emotionally-destructive behavior and also as a result of physical and verbal insults at school, social-living space, in the child's close surrounding – family, game surroundings, etc. The presence of aggression in the child's behavior is always the reason of great problems in the process of communication, but the aggressive tendencies aren't to be evaluated only as negative phenomenon. Aggression can rise as well as subside on the background of the child's activity increase. It can become apparent occasionally in all children and it can indicate the kind of child's personal sphere disorder. Thus, aggression can help a child to develop the spirit of initiative. However, it can provoke reticence and hostility as well. The detailed analysis of the scientific theoretical approaches as for the determination of aggression gives the reasons to confirm that the majority of modern and classical scientists have analyzed the concept of aggression from two points of view: "the aggression" is any form of behavior aimed to the insult, doing harm to another living being, or "the aggression" is one of the forms of activeness, which can have positive or negative manifestation. That's why our investigation is dedicated to the analysis of the children's aggression from two points of view: positive phenomenon, which corresponds to the vital interest, self-defense, as well as negative, which corresponds to the cause of some suffering (harm) to any person or oneself. According to the results of the summary of the scientific methods, three types of aggression and six subtypes of aggression, and also their symptoms were found out: self-controlled types of aggression include controlled and completed subtypes of aggression; latent type – protective and depressive; behavioral type – demonstrative and physical. There have been discoveries of sides of aggression and the level of aggression shown in the children with normal physical and psychological development and also in the children with phonetic speech disorders (henceforth we use abbreviation: phonetic speech disorders – PSD), phonetic-phonemic speech disorders (henceforth we use abbreviation: phonetic-phonemic speech disorders – PPSD) and mildly manifested general speech disorders (henceforth we use abbreviation: mild general speech disorders– MGSD). The dependence between the level of speech disorders and peculiarities of different types and subtypes of aggression in the tested junior schoolchildren with normal speech, with PSD, with PPSD and with MGSD is determined. The general level of aggression awareness in junior pupils with normal and disordered speech is studied.

Drawing Performance in Children with Special Learning Difficulties

1998 ◽  
Vol 87 (2) ◽  
pp. 487-497 ◽  
Author(s):  
Heleni Mati-Zissi ◽  
Maria Zafiropoulou ◽  
Fotini Bonoti
Keyword(s):  
Phonological Awareness ◽  
Learning Difficulties ◽  
Written Language ◽  
Size Scaling ◽  
Spatial Movement ◽  
Low Performance ◽  
Drawing Tasks ◽  
Movement Classification

The present study examined drawings on 5 tasks of 45 dyslexic and 45 nondyslexic children aged 6–9 years old. Children who show low performance in written language and phonological awareness are also expected to get low scores on drawing tasks which require similar skills such as comprehension of difference, coordination of parts in an organized whole, spatial movement, classification or distinction of figures. The present hypotheses were constructed accordingly. Analysis showed that the drawings of the dyslexic participants presented inadequate planning, difficulties in the depiction of contrast, size-scaling and canonicality, lack of details, and stereotypic depiction.

scholarly journals Profile of phonological awareness in bilingual and monolingual children

CoDAS ◽  
2014 ◽  
Vol 26 (1) ◽  
pp. 61-67 ◽  
Author(s):  
Lourdes Bernadete Rocha de Souza ◽  
Aline Gisele Conceição Leite
Keyword(s):  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Learning Difficulties ◽  
Female Students ◽  
Bilingual Children ◽  
Bilingual Students ◽  
Test Results ◽  
Cross Sectional ◽  
Significant Difference ◽  
Total Test

Purpose: To compare the performance of phonological awareness skills in bilingual and monolingual students of both genders. Methods: This research presents an observational, cross-sectional descriptive study conducted with 17 students from the 3rd grade, aged between seven years and 8 years and 11 months, with similar socioeconomic level, from two private schools, being one a monolingual school, and the other a bilingual one. Children at risk for auditory deprivation of any degree, those with learning difficulties, and children enrolled in the school less than two years were excluded from the research. A total of nine bilingual and eight monolingual students was tested using the Phonological Awareness Profile test. Results: The results showed that 64.7% of the 17 students tested reached the performance expected for their age, and 35.3% performed above expectation, being 83.3% of the latter bilingual students. The bilingual children presented better performance in the sequential rhyme skill and in the total test score, and the male bilingual children presented better performance in the phoneme addition skill. There was no statistically significant difference when comparing the performance of bilingual and monolingual female students. Conclusion: Bilingual children had greater command of phonemic awareness skill. Male bilingual children showed better performance when compared to their monolingual peers than female bilingual students.

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.

scholarly journals Phonological awareness and spatial visual memory among sample of dyslexic children

2017 ◽  
Vol 8 (2) ◽  
pp. 59
Author(s):  
Amsal Hadi Huwailah ◽  
Masad Naghah Abu Al Diyar
Keyword(s):  
Phonological Awareness ◽  
Visual Memory ◽  
Word Reading ◽  
Learning Difficulties ◽  
Spatial Span ◽  
Reading Accuracy ◽  
Span Test ◽  
Accuracy Test ◽  
Males And Females ◽  
The Relationship

This study aims to identify the relationship between phonological awareness and spatial visual memory, as well as, to detect the differences between Kuwaiti males and females and non-Kuwaitis with regard to reading learning difficulties in certain variables. The study adopts a comparative descriptive approach and uses sample of 350 primary students (3-5 grades) with reading learning difficulties (200 males and 150 females) Kuwaitis and non-Kuwaitis. Their ages ranged between 8- 10 years. Phonological awareness test and spatial visual memory test are applied. The findings of the study show that there is a statistically significant positive correlation between the components of phonological awareness tests (syllable & phoneme deletion test and non-word reading accuracy test) and between spatial visual memory tests (Forward Spatial Span Test and Backward Spatial Span Test) from males and females sample. There are no significant differences between males and females in phonological awareness skills (phoneme deletion test, and non-word reading accuracy test). Females show better performance than males in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). Non-Kuwaitis show better performance than Kuwaitis in phonological awareness skills (syllable & phoneme deletion, and non-word reading accuracy test) and in spatial visual memory tasks (Forward Spatial Span Test and Backward Spatial Span Test). The results of the regression suggested that the integration of sounds is the only test that can predict reading disabilities. As (syllable & phoneme deletion, and t non-word reading accuracy test) are the most predictable of spatial visual memory. 

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