scholarly journals When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia

2016 ◽  
Vol 58 (2) ◽  
pp. 197-205 ◽  
Author(s):  
Marianna E. Hayiou-Thomas ◽  
Julia M. Carroll ◽  
Ruth Leavett ◽  
Charles Hulme ◽  
Margaret J. Snowling
Keyword(s):  
Language Impairment ◽  
Speech Sound ◽  
Speech Errors ◽  
Family Risk ◽  
Speech Sound Disorder ◽  
Disordered Speech

scholarly journals Language Skill Mediates the Relationship Between Language Load and Articulatory Variability in Children With Language and Speech Sound Disorders

2018 ◽  
Vol 61 (12) ◽  
pp. 3010-3022 ◽  
Author(s):  
Janet Vuolo ◽  
Lisa Goffman
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Language Disorder ◽  
Speech Sound ◽  
Apraxia Of Speech ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Childhood Apraxia Of Speech ◽  
Retrieval Task ◽  
The Relationship

Purpose The aim of the study was to investigate the relationship between language load and articulatory variability in children with language and speech sound disorders, including childhood apraxia of speech. Method Forty-six children, ages 48–92 months, participated in the current study, including children with speech sound disorder, developmental language disorder (aka specific language impairment), childhood apraxia of speech, and typical development. Children imitated (low language load task) then retrieved (high language load task) agent + action phrases. Articulatory variability was quantified using speech kinematics. We assessed language status and speech status (typical vs. impaired) in relation to articulatory variability. Results All children showed increased articulatory variability in the retrieval task compared with the imitation task. However, only children with language impairment showed a disproportionate increase in articulatory variability in the retrieval task relative to peers with typical language skills. Conclusion Higher-level language processes affect lower-level speech motor control processes, and this relationship appears to be more strongly mediated by language than speech skill.

On the Cusp of Middle School…With Minimal Reading and Writing Skills

2017 ◽  
Vol 2 (1) ◽  
pp. 138-150
Author(s):  
C. Melanie Schuele ◽  
Kristina Young
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Speech Sound ◽  
Individualized Education Program ◽  
Speech Sound Disorder ◽  
Normal Range ◽  
Intellectual Skills ◽  
Multiple Challenges ◽  
Study Student

This article uses a case study to consider how speech-language pathologists (SLPs) and the Individualized Education Program (IEP) team meets the challenges of students with speech sound disorder plus specific language impairment. The case study student is a fourth grader with intellectual skills in the normal range whose speech and language skills have not normalized. Multiple challenges are described and opportunities for collaboration are illustrated.

scholarly journals Perception of Sibilants by Preschool Children With Overt and Covert Sound Contrasts

2019 ◽  
Vol 62 (10) ◽  
pp. 3763-3770 ◽  
Author(s):  
Elizabeth Roepke ◽  
Françoise Brosseau-Lapré
Keyword(s):  
Speech Sound ◽  
General Linear Model ◽  
The Other ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Identification Task ◽  
Phonological Representations ◽  
Minimal Pairs ◽  
Preschool Aged Children

Purpose This study explores the role of overt and covert contrasts in speech perception by children with speech sound disorder (SSD). Method Three groups of preschool-aged children (typically developing speech and language [TD], SSD with /s/~/ʃ/ contrast [SSD-contrast], and SSD with /s/~/ʃ/ collapse [SSD-collapse]) completed an identification task targeting /s/~/ʃ/ minimal pairs. The stimuli were produced by 3 sets of talkers: children with TD, children with SSD, and the participant himself/herself. We conducted a univariate general linear model to investigate differences in perception of tokens produced by different speakers and differences in perception between the groups of listeners. Results The TD and SSD-contrast groups performed similarly when perceiving tokens produced by themselves or other children. The SSD-collapse group perceived all speakers more poorly than the other 2 groups of children, performing at chance for perception of their own speech. Children who produced a covert contrast did not perceive their own speech more accurately than children who produced no identifiable acoustic contrast. Conclusion Preschool-aged children have not yet developed adultlike phonological representations. Collapsing phoneme production, even with a covert contrast, may indicate poor perception of the collapsed phonemes.

Speech Errors and Phonological Awareness in Children Ages 4 and 5 Years With and Without Speech Sound Disorder

2019 ◽  
Vol 62 (9) ◽  
pp. 3276-3289 ◽  
Author(s):  
Françoise Brosseau-Lapré ◽  
Elizabeth Roepke
Keyword(s):  
Phonological Awareness ◽  
Language Skills ◽  
Speech Sound ◽  
Speech Errors ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Monosyllabic Words ◽  
Speech And Language Development ◽  
To Receive ◽  
The Relationship

Purpose The aim of this study was to examine the relationship between types of speech errors produced by children with speech sound disorders (SSD) and children with typical speech and language development (TD) and phonological awareness (PA) skills. Method Participants were 40 children, half with SSD and half with TD, ages 4 and 5 years. They completed standard speech, language, and PA tests as well as produced single words varying in length from 1 to 5 syllables. Production of each consonant was classified as either correct production, omission, substitution, and distortion; errors were also classified as typical or atypical. Results The children with SSD produced similar proportions of each type of speech errors in mono-, di-, and multisyllabic words. In contrast, the children with TD produced much lower, but not significantly different, proportions of omissions, substitutions, distortions, and typical speech errors at each word length. They produced no atypical errors in monosyllabic words and were significantly more likely to produce them in multisyllabic words. Proportions of omissions and atypical speech errors were significantly correlated with PA performance. Variance in PA skills was predicted partly by vocabulary, language skills, and age; omissions accounted for an additional 5% of variance in PA. Other types of speech errors did not account for additional significant variance in PA performance. Conclusions Poorer PA skills were found to be associated with omissions and atypical speech errors. Research is required to investigate the potential of omission and atypical error use in predicting which children are likely to receive diagnoses of SSD and later literacy difficulties.

Integrated Speech and Language Interventions

2016 ◽  
Vol 1 (1) ◽  
pp. 66-74
Author(s):  
Ann A. Tyler
Keyword(s):  
Language Impairment ◽  
Oral Language ◽  
Speech Sound ◽  
Evidence Base ◽  
Routine Practice ◽  
Language And Literacy ◽  
Speech And Language ◽  
Speech Sound Disorder ◽  
Increased Risk ◽  
Challenges And Opportunities

It is known that linguistic domains interact as they develop in parallel alongside developing speech production processes. For children with compromised linguistic systems, interactions across domains present challenges and opportunities when considering interventions. The frequently encountered population of children with co-occurring speech sound disorder (SSD) and expressive language impairment are the focus of this article. This population is at increased risk for long-term language and literacy difficulties that impact education, social participation, and vocational outcomes. Integrated interventions are reviewed for their efficacy; in these interventions there is a scheduled focus on both speech and language, or both domains are intentionally targeted. Findings from intervention comparison studies show that a variety of different integrated interventions were equally effective in producing significant gains in speech accuracy. Interventions also produced the greatest effects in areas that were explicitly targeted, although incidental effects were also achieved. Recommendations are offered for a continuum of care for preschoolers who early on display delays in both speech and language. Our small evidence base highlights the need for further development and testing of multifaceted interventions in routine practice, to achieve speech normalization, phonological awareness gains, and oral language foundations as close to school entry as possible.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

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