Phonological Processing Skills in Children with Speech Sound Disorder: A Multiple Case Study Approach

Autor/inn/en	Tambyraja, Sherine R.; Farquharson, Kelly; Justice, Laura M.
Titel	Phonological Processing Skills in Children with Speech Sound Disorder: A Multiple Case Study Approach
Quelle	In: International Journal of Language & Communication Disorders, 58 (2023) 1, S.15-27 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12764
Schlagwörter	Phonology; Language Skills; Speech Impairments; Reading Difficulties; Children; Speech Therapy; Short Term Memory; Verbal Learning + Suchen Sie Ihr Suchwort? Fonologie; Language skill; Sprachkompetenz; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Reading difficulty; Leseschwierigkeit; Child; Kind; Kinder; Entwicklungsproximale Sprachtherapie; Logotherapie; Kurzzeitgedächtnis; Verbales Lernen
Abstract	Background: Children with speech sound disorder (SSD) are at increased risk of reading difficulties due to poor phonological processing skills. However, the extent to which children with SSD demonstrate weaknesses on specific or all phonological processing tasks is not well understood. Aims: To examine the phonological processing abilities of a clinically identified sample of children with SSD, with and without reading difficulties. To determine the extent to which the proportion of children with concomitant SSD and reading difficulties exhibited weaknesses in specific areas of phonological processing, or a more general phonological deficit. Methods & Procedures: Data were obtained from 157 school-aged children (M[subscript age] = 77 months, SD = 7.01) in receipt of school-based speech therapy. Approximately 25% of the sample was identified as poor readers, based on a standardized measure of word decoding. We compared the proportion of children who scored at or below 1 SD below the mean, or the bottom 16th percentile, on measures of phonological awareness, rapid automatized naming and verbal short-term memory among those identified as poor readers and good readers. Outcomes & Results: Children with SSD demonstrated a range of phonological processing difficulties, particularly on the measure of verbal short-term memory. No specific skill differentiated groups of children with SSD with and without reading difficulties; however, those classified as poor readers on the word-decoding measure exhibited more widespread difficulties, even after controlling for language ability. Conclusions & Implications: Results support a cumulative risk model such that children with SSD and reading difficulties are likely to demonstrate generally poor phonological processing abilities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01