Phonological processing and reading in children with speech sound disorders.

  title={Phonological processing and reading in children with speech sound disorders.},
  author={Susan Rvachew},
  journal={American journal of speech-language pathology},
  volume={16 3},
  • S. Rvachew
  • Published 1 August 2007
  • Psychology
  • American journal of speech-language pathology
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… 

Figures and Tables from this paper

The speech perception skills of children with and without speech sound disorder.
Perception of Correctly and Incorrectly Produced Words in Children With and Without Phonological Speech Sound Disorders.
Speech perception difficulties may be a distinguishing feature of children with phonological SSD and without concomitant language difficulties.
Dynamic assessment of phonological awareness for children with speech sound disorders
The current study was designed to examine the relationships between performance on a nonverbal phoneme deletion task administered in a dynamic assessment format with performance on measures of
Polysyllable Speech Accuracy and Predictors of Later Literacy Development in Preschool Children With Speech Sound Disorders.
The participants' poor performance on print knowledge tasks suggested that as a group, they were at risk of literacy difficulties but that there was a cluster of participants at greater risk-those with both low polysyllable accuracy and poor phonological processing.
Phonological awareness and types of sound errors in preschoolers with speech sound disorders.
  • J. Preston, M. Edwards
  • Psychology, Physics
    Journal of speech, language, and hearing research : JSLHR
  • 2010
This study investigates the PA skills of preschoolers with SSD by using a regression model to evaluate the degree to which PA can be concurrently predicted by types of speech sound errors.
Perception of Medial Consonants by Preschoolers With and Without Speech Sound Disorders.
Most children with SSD present with broader perceptual difficulties than peers with TD with similar vocabulary and language skills, but not as much as many children with typical speech and language development.
Identifying phonological awareness difficulties in preschool children with speech sound disorders
Abstract Phonological awareness is one type of phonological processing ability and is considered to be particularly important for early literacy development. Specific phonological awareness skills
Sensitivity to structure in the speech signal by children with speech sound disorder and reading disability.
  • L. Sessiani
  • Psychology, Linguistics
    Journal of Psychology and Instructions
  • 2018
Phonological awareness is ability to segment the syllables and phonemes heard in speech. It is also the most important behavioral index to measure the development of reading skill. Children who had


Phonological processing skills in speech and language impaired children.
  • S. Leitão, J. Hogben, J. Fletcher
  • Psychology
    European journal of disorders of communication : the journal of the College of Speech and Language Therapists, London
  • 1997
The results supported the research that has shown speech and language impaired children to have weaker phonological processing skills than the general population.
Correlates of phonological awareness in preschoolers with speech sound disorders.
Children with SSD are at greatest risk of delayed PA skills if they have poor speech perception abilities and/or relatively poor receptive vocabulary skills.
Phonological awareness and literacy development in children with expressive phonological impairments.
It is suggested that both the speech impairment and the literacy problems arise from a failure to analyze syllables into smaller phonological units.
Facilitating phoneme awareness development in 3- and 4-year-old children with speech impairment.
  • Gall T Gillon
  • Psychology, Medicine
    Language, speech, and hearing services in schools
  • 2005
Phoneme awareness can be stimulated in children with speech impairment as young as 3 and 4 years of age and enhancing phoneme awareness and letter knowledge during the preschool years is associated with successful early reading and spelling experiences for children withspeech impairment.
The Efficacy of Phonological Awareness Intervention for Children With Spoken Language Impairment.
  • G. Gillon
  • Linguistics, Psychology
    Language, speech, and hearing services in schools
  • 2000
The findings suggest that integrated phonological awareness intervention may be an efficient method to improve phonologicalawareness, speech production, and reading development of children with SLI.
Characteristics of speech errors produced by children with and without delayed phonological awareness skills.
Children who enter kindergarten with delayed articulation skills should be monitored to ensure age-appropriate acquisition of phonological awareness and literacy skills.
Phonological awareness and phonemic perception in 4-year-old children with delayed expressive phonology skills.
The results suggest that preschool children with delayed expressive phonological abilities should be screened for their phonological awareness skills even when their language skills are otherwise normally developing.
Language deficits in dyslexic children: speech perception, phonology, and morphology.
Investigation of the relationship between dyslexia and three aspects of language: speech perception, phonology, and morphology indicated phonological impairments in children whose speech perception was normal, suggesting that such deficits affect only a subset of dyslexics.
Longitudinal predictors of implicit phonological awareness skills.
  • S. Rvachew
  • Education, Psychology
    American journal of speech-language pathology
  • 2006
PURPOSE The purpose of this study was to examine the longitudinal predictive relationships among variables that may contribute to poor phonological awareness skills in preschool-age children with
Pre-literacy skills of subgroups of children with speech sound disorders.
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).