Phonological awareness in children with developmental language disorder

Abstract

Children with developmetal language disorder have impaired developmental pattern of language structure. Literature data speak in favor of delay and/or difficulties in development of phonological, lexical, morphological and syntactic structure, but the nature of developmental language disorder (DLD) has still not been elucidated. The aim of this paper was to present and analyze data about phonological awareness in children with DLD based on a systematic literature review. Also, we wanted to point out some methods of assessment and stimuli/encouragement in development of phonological abilities. The research presented in the analyzed literature have shown that current knowledge regarding phonological awareness in children with DLD is mainly obtained from comparative stuides of children with developmental language disorder and children with normal language development. A large number of results has revealed that different components of phonological awareness in children with DLD are less developed compared to their peers with typical development. Studies have also presented current assessment techniques and importance of phonological awareness preventive stimulation progams, which are an important indicator/parameter for the development of reading and writing as well as for onset of impairments in learning these skills.

Exploring Spanish writing abilities of children with developmental language disorder in expository texts

“…Research have found some phonological issues in productive phonology such as omissions of unstressed syllables and final consonants and changing syllabic structures (e.g., omitting final consonants and reducing consonant and vowel clusters; Aguilar-Mediavilla et al, 2002 , 2007 ; Bishop and Clarkson, 2003 ; Gallon et al, 2007 ; Broc et al, 2013 ; Larkin et al, 2013 ). Additionally, children with DLD struggle with other phonological abilities, such as in phonological awareness abilities including complex tasks like deleting phonemes, substituting phonemes, or producing rhyming words ( Thatcher, 2010 ; Vukovic et al, 2022 ; Korlaet et al, 2023 ). A considerable body of research has focused on studying morphological problems in children with DLD.…”