Differentiating Phonological Delay from Phonological Disorder: Executive Function Performance in Preschoolers

Autor/inn/en	Waring, Rebecca; Rickard Liow, Susan; Dodd, Barbara; Eadie, Patricia
Titel	Differentiating Phonological Delay from Phonological Disorder: Executive Function Performance in Preschoolers
Quelle	In: International Journal of Language & Communication Disorders, 57 (2022) 2, S.288-302 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Waring, Rebecca) ORCID (Eadie, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12694
Schlagwörter	Preschool Children; Phonology; Short Term Memory; Speech Impairments; Executive Function; Task Analysis; Cognitive Ability; Intervention; Delayed Speech; Error Patterns + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fonologie; Kurzzeitgedächtnis; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Aufgabenanalyse; Denkfähigkeit; Sprachverzögerung; Fehlertyp
Abstract	Background: The conversational speech of most children can be understood by people outside the family by the time they reach 4 years. However, for some children, speech sound disorders (SSDs) persist into their early school years, and beyond, despite adequate hearing, oromotor function, and language learning opportunities. One explanation for children's SSDs are domain-general cognitive-linguistic deficits that impair the child's ability to correctly derive rules governing how speech sounds legally combine to form words in a specific language. Aims: To explore whether there are differences in performance on executive function tasks between children who make speech errors characteristic of phonological delay and those who make speech errors characteristic of phonological disorder. Methods & Procedures: Twenty-six children aged from 3;6 to 5;2 (13 with phonological delay and 13 with phonological disorder), matched pairwise for age and sex (nine males), were assessed on tasks measuring cognitive flexibility (rule abstraction and cognitive shift) and phonological working memory. Outcome & Results: For the cognitive flexibility tasks, the performance of children with phonological delay was significantly better than that for children with phonological disorder, but there were no group differences for the phonological working memory task. Conclusions & Implications: Children with phonological disorders might benefit from intervention programmes that incorporate training in cognitive flexibility. (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