Analysis of speech sound errrors of aphasic patients. Error patterns among four speech modalities: confrontation naming, repetition, reading aloud of Kanji and Kana words.

1993 ◽  
Vol 13 (3) ◽  
pp. 247-255 ◽  
Author(s):  
Noriko Haruhara ◽  
Akira Uno
Keyword(s):  
Reading Aloud ◽  
Speech Sound ◽  
Error Patterns ◽  
Confrontation Naming

Phonologically Disordered German-Speaking Children

2001 ◽  
Vol 10 (3) ◽  
pp. 291-307 ◽  
Author(s):  
Annette V. Fox ◽  
Barbara Dodd
Keyword(s):  
Speech Sound ◽  
Speech Disorders ◽  
Speech Sound Disorders ◽  
Academic Difficulties ◽  
Error Patterns ◽  
Presenting Symptoms ◽  
Articulation Disorder ◽  
Significant Difference ◽  
German Speaking ◽  
Subgroup Classification

Speech sound disorders affect more children than any other developmental communication disorder and are associated with long-term social and academic difficulties. The diversity of presenting symptoms has resulted in the need for classifying subgroups of speech disorders. Research on English-speaking children suggests that there are four types of surface speech error patterns (B. Dodd, 1995): articulation disorder (e.g., lisp); delay (i.e., normal developmental patterns that are inappropriate for chronological age); consistent use of atypical error patterns (e.g., deletion of all initial consonants); and inconsistent pronunciation of the same lexical items. Classification typologies should be language independent. This study investigated whether the same four subgroups, in similar proportions, would be found in German-speaking children who had disordered speech. A total of 110 monolingual German-speaking children, aged 2 years 7 months to 7 years 7 months, participated in the study. They had been referred for assessment of a suspected speech disorder. The results supported the subgroup classification, providing evidence for the universal character of speech disorders. One significant difference was the relatively high proportion of children classified as having an articulation disorder. This was explained by the uncertainty regarding a lisp as a disorder in German, since it is also found in up to 40% of normally developing children of the same age. The theoretical and clinical implications of the findings are discussed.

scholarly journals The Effect of Core Vocabulary Extension Program for Children with Inconsistent SSD

2021 ◽  
Vol 26 (3) ◽  
pp. 659-671
Author(s):  
Yoo-Kyeong Ko ◽  
Soo-Jin Kim
Keyword(s):  
Parental Support ◽  
Speech Sound ◽  
Baseline Design ◽  
Error Patterns ◽  
The Core ◽  
Overlapping Data ◽  
Mean Trend ◽  
Line Slope ◽  
Core Vocabulary ◽  
Extension Program

Objectives: The purpose of this study was to determine the effect of the Core Vocabulary Extension Program for establishing speech sound consistency on speech inconsistency and accuracy of children with inconsistent SSD.Methods: Four children with inconsistent SSD aged 3-5 years who exhibited speech sound inconsistency, phonological error patterns, and articulation problems at the same time participated in this study. The program of this study used a core vocabulary approach and a multi-sensory approach, and parental support was provided at the same time. The experimental design used a multiple probe baseline design, with 3-5 baseline evaluations, 10 treatment evaluations, and 3 maintenance evaluations were performed. Data analysis of dependent variables, mean, trend line slope, standard deviation, immediate effect of treatment, and ratio of non-overlapping data (PND) were analyzed.Results: As a result of the study, inconsistency was reduced and articulation ability was improved. Speech inconsistency improvement was effective in all four participating children, but accuracy improvement was only effective in three children.Conclusion: This study is significant in that it confirmed the therapeutic effect of the Core Vocabulary Extension Program which integrated a multisensory approach and parent coaching based on a core vocabulary approach on speech sound inconsistency and accuracy of children with severe speech sound disorder accompanied by intellectual problems and language disorders. In the future, it is necessary to apply a phonological approach to remove the remaining phonological error patterns after speech consistency is established and to confirm the effectiveness of the phonological approach

scholarly journals DESCRIPTIVE ANALYSIS OF PHONOLOGICAL ASPECTS AMONG HINDI-SPEAKING CHILDREN WITH INTELLECTUAL DISABLITY

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Ramandeep Kaur ◽  
T. A. Subbarao
Keyword(s):  
Intellectual Disability ◽  
Indian Population ◽  
Descriptive Analysis ◽  
Speech Sound ◽  
Speech Disorders ◽  
Typically Developing ◽  
Older Children ◽  
Typically Developing Children ◽  
Error Patterns ◽  
Children With Intellectual Disability

Phonology refers to the speech sound systems of a language. The term ‘phonemic’ refers to speech sound use. Most of the previous research reveals that phonological skills develop with age and thus older children had more accurate speech and fewer error patterns in their speech. The present study aimed to obtain extensive phonological data among in Hindi-speaking typically developing children across age-matched children with intellectual disability. The results revealed that phonology develops significantly with the age. Thus, older children had more accurate production and fewer error patterns in their speech relative to younger group. Also, typically developing children had a better control over their phonological aspects compared to children with intellectual disability.  A comparison with related studies has been discussed clearly in the paper which reveals a number of studies supporting the finding. The present study has significant implications for assessment of developmental speech disorders among Hindi-speaking Indian population. 

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.

Developmental Phonological Disorders III

1994 ◽  
Vol 37 (5) ◽  
pp. 1151-1177 ◽  
Author(s):  
Lawrence D. Shriberg ◽  
Frederic A. Gruber ◽  
Joan Kwiatkowski
Keyword(s):  
Present Article ◽  
Critical Period ◽  
Speech Sound ◽  
Chronological Age ◽  
Speech Delay ◽  
Short Term ◽  
Error Patterns ◽  
Phonological Disorders ◽  
Speech Sound Development

Prior articles in this series provide a descriptive profile of 178 children with developmental phonological disorders (Shriberg & Kwiatkowski, 1994) and predictive correlates of short-term speech-sound normalization in 54 children (Shriberg, Kwiatkowski, & Gruber, 1994). The present article reports findings from a study of 10 children with developmental phonological disorders whose progress was followed at least once yearly for 7 years. Analyses characterize the sequence, rates, and error patterns of long-term speech-sound normalization in relation to developmental perspectives on the nature of children’s phonological disorders. Findings are interpreted to support the hypothesis of a critical period for speech-sound development, with long-term normalization of significant speech delay reaching a chronological age boundary at approximately 8.5 years.

Qualitative Examination of Children's Naming Skills through Test Adaptations

1987 ◽  
Vol 18 (3) ◽  
pp. 206-216 ◽  
Author(s):  
Melanie Fried-Oken
Keyword(s):  
Effective Treatment ◽  
Language Disorder ◽  
Treatment Goals ◽  
Expressive Vocabulary ◽  
Qualitative Information ◽  
Word Finding ◽  
Confrontation Naming ◽  
Naming Test

A new procedure entitled the Double Administration Naming Technique is proposed to assist the clinician in obtaining qualitative information about a client's visual confrontation naming skills. It involves the administration of the standard naming test followed by a readministration of the instrument. A series of naming cues then are presented. By examining the number and types of naming errors produced during the two test presentations, the clinician distinguishes word-finding problems from expressive vocabulary limitations and qualitatively describes the language disorder. The cues that facilitate correct naming are used to plan effective treatment goals.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

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