Delayed and Disordered Development of Articulation and Phonology between Four and Seven Years

Autor/inn/en	Dodd, Barbara; Ttofari-Eecen, Kyriaki; Brommeyer, Katherine; Ng, Kelly; Reilly, Sheena; Morgan, Angela
Titel	Delayed and Disordered Development of Articulation and Phonology between Four and Seven Years
Quelle	In: Child Language Teaching and Therapy, 34 (2018) 2, S.87-99 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659017735958
Schlagwörter	Delayed Speech; Articulation (Speech); Articulation Impairments; Phonology; Child Language; Young Children; Speech Evaluation; Longitudinal Studies; Cohort Analysis; Error Analysis (Language); Error Patterns; Qualitative Research; Foreign Countries; Speech Tests; Predictor Variables; Intervention; Australia; Goldman Fristoe Test of Articulation + Suchen Sie Ihr Suchwort? Sprachverzögerung; Artikulationsstörung; Fonologie; 'Children''s language'; Kindersprache; Frühe Kindheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kohortenanalyse; Error analysis; Language; Fehleranalyse; Fehlertyp; Qualitative Forschung; Ausland; Sprechtest; Prädiktor; Australien
Abstract	Some children's speech impairment resolves spontaneously. Others have persistent problems affecting academic and social development. Identifying early markers that reliably predict long-term outcome would allow better prioritization for preschool intervention. This article evaluates the significance of different types of speech errors, made by 93 four-year-olds in a longitudinal population cohort study, for performance at seven years. At four years, the non-age appropriate speech errors made on standardized assessments were categorized as: phonologically delayed (error patterns typical of younger children); or, some errors atypical of normal development, including consistent errors (e.g. word initial consonant deletion), inconsistent pronunciations of the same word, or lateral distortion of /s, z/). Delayed children, some with occasional interdental /s, z/ articulation errors, were more likely to resolve (67%) than those making atypical errors (35%) by seven years. Qualitative analyses indicated that children making few atypical errors were more likely to resolve, irrespective of total number of errors or whether they received intervention. The findings' theoretical implications relate to deficits underlying phonological disorders. Clinical implications concern assessment measures and prioritization for intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01