The mental representation of sounds in speech sound disorders

Pathi, Soujanya; Mondal, Prakash

doi:10.1057/s41599-021-00706-z

Cited by 7 publications

(2 citation statements)

References 43 publications

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“…It is hypothesized that phonological representation (PR) or base in the mind saves the acoustic structure of sounds and coordinates with different levels of speech sound system to produce different sounds by interacting with articulators and vocal tract promptly through an interface module which mediates and maps sound's PR onto instructions for the articulators for sound production. Any error at the interface level will result in a lack of PR and will be represented as speech sound disorder (SSD), 1 thus limiting communication skills and ability to participate in social and academic environments effectively. Speech sounds and their numbers differ for different languages with English consisting of 44 sounds including 20 vowels and 24 consonants.…”

Section: Introductionmentioning

confidence: 99%

Treatment Approaches to Speech Sound Disorders: A Scoping Review

Noreen,

Mumtaz,

Saqulain

2024

JRMC

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Objective: The objective was to highlight and review different therapeutic approaches to cater to speech sound disorders in Pakistan. Methodology: To find the different therapeutic approaches, a literature search for related articles/ publications was conducted using the Keywords “speech sound disorders, phonological disorders, articulation disorder and a combination of words using search engines like Google & and databases like PubMed and other websites. Around 130 publications, reports, and articles were downloaded, of which 25 were used for literature review. Results: There are many treatments used to cater for speech sound disorders including contextual utilisation, phonological contrast, complexity, core vocabulary, cycles phonological pattern, distinctive feature therapy, metaphor therapy, naturalist speech intelligibility, non-speech oral-motor therapy, speech sound perception training and bilingual or cross-lingual approach. However, novel trends like the use of hybrid treatment, speech motor learning- phonetic placement approach, blocked practice versus serial practice schedule & interventions using biofeedback need to be utilized. Conclusion: Treatment approaches in use include contextual utilisation, phonological contrast, complexity, core vocabulary, cycles phonological pattern, distinctive feature therapy, metaphor therapy, naturalist speech intelligibility, non-speech oral-motor therapy, speech sound perception training and bilingual or cross-lingual approach, however, novel treatments need to be utilised. Keywords: Articulation disorders, Phonological disorders, Phonological Representations

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Section: Introductionmentioning

confidence: 99%

Treatment Approaches to Speech Sound Disorders: A Scoping Review

Noreen,

Mumtaz,

Saqulain

2024

JRMC

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“…The representation‐based account emerged as an alternative to the cognitive–linguistic, rule‐based understanding of phonological impairment (e.g., Fey, 1986; Grunwell, 1982; Ingram, 1976). The representation‐based account focuses on the nature of underlying representations and how differences in the quality or detail of children's representations affect speech production and other related abilities including speech perception and word learning (Edwards et al., 1999; Munson et al., 2005; Pathi & Mondal, 2021; Rvachew, 1994; Sutherland & Gillon, 2005).…”

Section: Introductionmentioning

confidence: 99%

I remembered the chorm! Word learning abilities of children with and without phonological impairment

Hearnshaw,

Baker,

Pomper

et al. 2023

Intl J Lang & Comm Disor

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BackgroundChildren with phonological impairment present with pattern‐based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that phonological and lexical development are closely linked, one way to better understand the nature of the problem in phonological impairment is to examine word learning abilities in children.AimsTo examine word learning and its relationship with speech perception, speech production and vocabulary knowledge in children aged 4–5 years. There were two variables of interest: speech production abilities ranging from phonological impairment to typical speech; and vocabulary abilities ranging from typical to above average (‘lexically precocious’).Methods & ProceduresParticipants were 49 Australian‐English‐speaking children aged 48–69 months. Children were each taught four novel non‐words (out of a selection of eight) through stories, and word learning was assessed at 1 week post‐initial exposure. Word learning was assessed using two measures: confrontation naming and story retell naming. Data were analysed by group using independent‐samples t‐tests and Mann–Whitney U‐tests, and continuously using multiple linear regression.Outcomes & ResultsThere was no significant difference in word learning ability of children with and without phonological impairment, but regardless of speech group, children with above average vocabulary had significantly better word learning abilities than children with average vocabulary. In multiple linear regression, vocabulary was the only significant predictor of variance in word learning ability.Conclusions & ImplicationsChildren with phonological impairment can be lexically precocious and learn new words like their peers without phonological impairment. Contrary to expectations, vocabulary knowledge rather than expressive phonological ability explained variance in measures of word learning. These findings question an assumption that children with phonological impairment have underspecified phonological representations. They also highlight the heterogeneity among children with phonological impairment and the need to better understand the nature of their difficulty learning the phonological system of the ambient language.WHAT THIS PAPER ADDSWhat is already known on the subject There is limited research examining the word learning abilities of children with phonological impairment. Most previous research focuses on word properties such as phonotactic probability and neighbourhood density. Within the existing literature there are different reports and conclusions regarding the word learning abilities of children with phonological impairment and whether their word learning differs from that of children with typically developing speech.What this study adds to existing knowledge This study found that vocabulary was the strongest predictor of word learning across children with and without phonological impairment. There was no significant difference in word learning ability between children with and without phonological impairment. However, children with lexically precocious vocabulary abilities were significantly better at word learning than children with average vocabulary abilities.What are the potential or actual clinical implications of this work? Findings from this study support the importance of assessing and considering measures of word learning—including vocabulary—when working with children with phonological impairment. This study indicates that it is possible to use stories coupled with measures of confrontation naming and story retell to gain deeper insight into children's word learning abilities.

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Government Phonology and Speech Impairment

Ball,

Rutter

2024

The Handbook of Clinical Linguistics, Second Edition

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The mental representation of sounds in speech sound disorders

Cited by 7 publications

References 43 publications

Treatment Approaches to Speech Sound Disorders: A Scoping Review

Treatment Approaches to Speech Sound Disorders: A Scoping Review

I remembered the chorm! Word learning abilities of children with and without phonological impairment

Government Phonology and Speech Impairment

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