Phonological Processing Skills of Adolescents With Residual Speech Sound Errors

Abstract

The possible nature of the phonological processing impairment is discussed in the context of current theoretical understanding. It is recommended that when planning assessment and intervention for adolescents with residual speech sound errors, clinicians be cognizant of the fact that the adolescents may also have weaknesses in phonological processing.

Designing visualizations to facilitate multisyllabic speech with children with autism and speech delays

“…In addition, there is indication that one out of every three children with ASD do not develop functional speech at all 2 [5]. Difficulties in multisyllabic productions can persist and result in other phonological difficulties later in life [36]. Given the importance of multisyllabic speech, it is striking how scant the literature remains in regard to related interventions.…”

Análise dos traços distintivos e dos sistemas fonético e fonológico nas diferentes gravidades do desvio fonológico

“…Those subjects who presented incomplete protocols and age higher than nine years old, when speech alteration is considered residual speech sound errors 9 , were excluded from this study. Thus, the sample consisted of 145 children, 91 boys and 54 girls, with ages between 4:0 and 8:11.…”

The Effectiveness of Explicit Individualized Phonemic Awareness Instruction By a Speech-Language Pathologist to Preschool Children With Phonological Speech Disorders

“…Some research indicates that expressive phonological speech sound disorders are not a risk factor unless they are accompanied by a language disorder (e. g., Bishop & Adams, 1990;Catts, 1993), while other research suggests that moderate to severe expressive phonological delays are associated with delays in the acquisition of phonological awareness and/or reading skills (e. g., Bird et al, 1995;Larivee & Catts, 1999;Preston & Edwards, 2007;Raitano et al, 2004;Rvachew et al, 2005). Taken together, these studies suggest that children with more severe expressive phonology difficulties, especially those that persist to the time when formal reading instruction begins, will be delayed in the development of linguistic awareness leading to difficulties in both phonological awareness and reading.…”

“…A recent study demonstrated that adolescents with persisting speech sound disorders, especially for the /s, z, r and l/ sounds may also exhibit a risk factor for phonological processing disorders (Preston & Edwards, 2007).…”

“…Additionally, adolescents with persisting speech sound disorders and reading deficits who exhibit a risk factor for phonological processing disorders (Preston & Edwards, 2007) should be included in future research. Children with combined speech and language deficits might also be included in the future, as research has demonstrated that a combined deficit is additive in nature with even greater potential effects on reading development (Raitano et al, 2004).…”