Phonological processing skills in speech and language impaired children

Leitão, Suze; Hogben, John; Fletcher, Janet

doi:10.1111/j.1460-6984.1997.tb01626.x

Cited by 93 publications

(75 citation statements)

References 23 publications

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“…In fact, similar to the results of Catts (1993), these studies reported that children with isolated SSD did not differ significantly from control participants on literacy measures. Several other studies have also yielded similar findings indicating that children with LI or SSD+LI have more severe literacy or phonological processing difficulties than children with isolated SSD (Larrivee & Catts, 1999;Leitao, Hogben, & Fletcher, 1997).…”

Section: The Contributions Of Language Impairment Status To Literacysupporting

confidence: 60%

“…We hypothesized that this may be because the current study utilized tasks that assess the rapid naming of objects and colors, rather than alphanumeric symbols, which have been used in prior studies of children at familial risk for RD (e.g., Pennington & Lefly, 2001). In the Leitao et al (1997) study examining rapid serial naming of children with speech and language disorders, participants with speech and language disorders scored lower than controls on both alphanumeric and color/object naming tasks, but the alphanumeric naming task more clearly discriminated children in the two groups. Consistent with the results of the current study, Young et al (2002) recently reported negative findings for rapid serial naming (of digits) for adults with a history of isolated speech difficulties, but significant group differences for adults with a history of language difficulties.…”

Section: Resultsmentioning

confidence: 99%

“…In addition, the severity of the literacy and phonological processing deficits of children with SSD and SSD+LI did not differ significantly, suggesting that at least a subgroup of children with isolated SSD tended to have later literacy difficulties. Other research on children with isolated SSD has provided evidence that these children have a phonological processing deficit similar to that found in children with RD (Leitao et al, 1997;Bird & Bishop, 1992;Snowling et al, 2000), suggesting that children with isolated SSD may be at heightened risk for later literacy difficulties as well.…”

Section: The Contributions Of Language Impairment Status To Literacymentioning

confidence: 98%

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Pre‐literacy skills of subgroups of children with speech sound disorders

Raitano

Pennington

Tunick

et al. 2004

Child Psychology Psychiatry

200

152

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Background:The existing literature has conflicting findings about the literacy outcome of children with speech sound disorders (SSD), which may be due to the heterogeneity within SSD. Previous studies have documented that two important dimensions of heterogeneity are the presence of a comorbid language impairment (LI) and the persistence of SSD, but these factors have not been examined separately. Method: The current study used a 2 · 2 MANOVA design (with follow-up MANCOVAs) to examine how a comorbid language impairment (LI) and the persistence of SSD relate to pre-literacy skills in a sample of 5-to 6-year-old children with SSD. Results: Significant main effects for persistent SSD and LI were obtained, such that each factor was associated with worse performance on pre-literacy tasks, particularly those assessing phonological awareness (even with nonverbal IQ covaried). In addition, even SSD children with normalized speech without LI were found to have deficits on phonological awareness tasks relative to control participants. Conclusions: These results suggest that a history of SSD and comorbid LI are strong correlates of pre-literacy deficits.

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Section: The Contributions Of Language Impairment Status To Literacysupporting

confidence: 60%

Section: Resultsmentioning

confidence: 99%

Section: The Contributions Of Language Impairment Status To Literacymentioning

confidence: 98%

See 1 more Smart Citation

Pre‐literacy skills of subgroups of children with speech sound disorders

Raitano

Pennington

Tunick

et al. 2004

Child Psychology Psychiatry

200

152

View full text Add to dashboard Cite

show abstract

“…It is generally accepted that SSD comprises different subtypes ( Dodd, 1995;Leitao, Hogben, & Fletcher, 1997;Shriberg, Austin, Lewis, McSweeny, & Wilson, 1997), and it is clear that not all children with SSD have difficulty learning to read ( Bishop & Adams, 1990). Many recent studies have had the purpose of identifying a subset of the SSD population that is at specific risk for RD, an endeavor that is important from the research and clinical perspectives.…”

mentioning

confidence: 99%

Phonological Processing and Reading in Children With Speech Sound Disorders

Rvachew

2007

Am J Speech Lang Pathol

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Purpose: To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). Method: The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological processing skills (SSD-high PP), and 35 children with typical speech who were first assessed during their prekindergarten year using measures of phonological processing (i.e., speech perception, rime awareness, and onset awareness tests), speech production, receptive and expressive language, and phonological awareness skills. This assessment was repeated when the children were completing 1st grade. The Test of Word Reading Efficiency was also conducted at that time. First-grade sight word and nonword reading performance was compared across these groups. Results: At the end of 1st grade, the SSD-low PP group achieved significantly lower nonword decoding scores than the SSD-high PP and typical speech groups. The 2 SSD groups demonstrated similarly good receptive language skills and similarly poor articulation skills at that time, however. No between-group differences in sight word reading were observed. All but 1 child (in the SSD-low PP group) obtained reading scores that were within normal limits. Conclusion: Weaknesses in phonological processing were stable for the SSD-low PP subgroup over a 2-year period.

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“…Children who had low scores on the PA tasks had deviant phonological production. Therefore, children with deviant errors are at higher risk for phonological processing disorders when compared to children with delayed errors (23).…”

Section: Introductionmentioning

confidence: 99%

Investigating Phonological Awareness in Persian-Speaking Children With Phonological Disorders

Shakeri

Soleymani

Zarifian

et al. 2015

Middle East J Rehabil Health

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Background: In terms of error patterns, children with phonological disorders (PD) are a heterogeneous population. These children are at risk for phonological awareness (PA) deficits. Objectives: This study aimed to investigate phonological awareness in Persian-speaking children with phonological disorders. Patients and Methods: Thirty-six children with PD aged 5 -6 years were selected by a convenience sampling method during 12 months. Children with PD were divided into three groups according to their error patterns. Fourteen normally developing (ND) children were selected as the control group. In order to equalize socioeconomic status, ND children were similar to the PD groups based on age, residential area, and mothers' educational attainments. Language, speech sound production, oro-motor, and PA skills were investigated. Intra-syllabic and phonological awareness (PA) were compared to investigate PA skills in the four groups. Relation between percent consonant correct (PCC) and PA was also investigated in the four groups. Fourteen children with phonological delay, 12 children with consistent atypical phonological disorders (CAP), and 10 children with inconsistent phonological disorders (ICP) formed the PD groups. Results: The CAP group showed significant difference with the ND group in alliteration (P = 0.001), rhyme (P = 0.001), identification of words with the same initial phoneme (P = 0.002), and identification of words with the same final phoneme (P = 0.001) [except blending phonemes (P = 0.504)]. Though performing more poorly, the delayed group did not show significant difference with ND group (P > 0.05). The ICP and ND groups did not show significant difference in PA except in identifying words with the same final phoneme (P = 0.008). The relation between PCC and PA was observed only in the CAP group (P = 0.021). Conclusions:The results suggested that PA skills in children with phonological disorders are affected by error type. We also found the type of errors that can play a more effective role in PA investigations as compared to PCC. The results also showed that children with CAP require special attention.

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Phonological processing skills in speech and language impaired children

Cited by 93 publications

References 23 publications

Pre‐literacy skills of subgroups of children with speech sound disorders

Pre‐literacy skills of subgroups of children with speech sound disorders

Phonological Processing and Reading in Children With Speech Sound Disorders

Investigating Phonological Awareness in Persian-Speaking Children With Phonological Disorders

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