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

Autor/inn/en	Preston, Jonathan L.; Hull, Margaret; Edwards, Mary Louise
Titel	Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children with Histories of Speech Sound Disorders
Quelle	In: American Journal of Speech-Language Pathology, 22 (2013) 2, S.173-184 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2012/12-0022)
Schlagwörter	Age; Receptive Language; Speech Impairments; Articulation (Speech); Syllables; Phonological Awareness; Preschool Children; Error Patterns; Communication Disorders; Speech Language Pathology; Young Children; Literacy; Evaluation + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Rezeptive Kommunikationsfähigkeit; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Silbe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fehlertyp; Kommunikationsstörung; Frühe Kindheit; Alphabetisierung; Schreib- und Lesefähigkeit; Evaluierung
Abstract	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 greater than 10% of their speech sound errors were atypical had lower PA and literacy scores at school age than children who produced less than 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. (Contains 4 tables, 2 figures and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10