Sequencing Deficits and Phonological Speech Errors, But Not Articulation Errors, Predict Later Literacy Skills.
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| Title: | Sequencing Deficits and Phonological Speech Errors, But Not Articulation Errors, Predict Later Literacy Skills. |
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| Authors: | Boada, Katheryn L.1 katheryn.boada@cuanschutz.edu, Boada, Richard2, Pennington, Bruce F.3, Peterson, Robin L.2 |
| Source: | Journal of Speech, Language & Hearing Research. Jun2022, Vol. 65 Issue 6, p2081-2097. 17p. 1 Illustration, 5 Charts. |
| Subject Terms: | *Language acquisition, *Speech disorders, *Learning disabilities, *Longitudinal method, Speech errors, Articulation disorders in children, Sequence analysis, Phonetics |
| Abstract: | Purpose: Speech sound disorder (SSD) in conjunction with a language disorder has been associated with poor literacy acquisition; however, no study has evaluated whether articulation, phonological, or sequencing skills are differentially related to reading skills. Therefore, this study examined the relationship between speech error types at ages 5-6 years and literacy at ages 7-9 years. Phonological errors were hypothesized to predict phonological awareness (PA) and literacy even while accounting for other speech error types and language skills. Method: One hundred twenty-three children, 86 with a history of speech impairment, completed a battery of speech, language, and literacy tests at ages 5-6 years and again at ages 7-9 years. Speech production at ages 5-6 years was analyzed, and indices of articulation errors, phonological errors, and sequencing deficits were obtained. The relationships of these error types to concurrent language and preliteracy skills and to later literacy outcomes were assessed. Results: As expected, phonological, but not articulation, errors at ages 5-6 years predicted concurrent PA and letter knowledge, as well as literacy at ages 7-9 years, even while accounting for language skills. Surprisingly, of all the error types, sequencing deficits showed the strongest relationship with PA (ages 5-6 years) and literacy (ages 7-9 years). Conclusions: These results suggest that some components of SSD uniquely predict preliteracy and literacy skills, even when controlling for language ability. Future investigations should examine further the association between sequencing deficits and literacy skills, test whether observed relationships hold at younger ages, and evaluate the efficacy of integrating literacy interventions into speech therapy to reduce later reading difficulties. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 157403210 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Sequencing Deficits and Phonological Speech Errors, But Not Articulation Errors, Predict Later Literacy Skills. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Boada%2C+Katheryn+L%2E%22">Boada, Katheryn L.</searchLink><relatesTo>1</relatesTo><i> katheryn.boada@cuanschutz.edu</i><br /><searchLink fieldCode="AR" term="%22Boada%2C+Richard%22">Boada, Richard</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Pennington%2C+Bruce+F%2E%22">Pennington, Bruce F.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Peterson%2C+Robin+L%2E%22">Peterson, Robin L.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Jun2022, Vol. 65 Issue 6, p2081-2097. 17p. 1 Illustration, 5 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+disorders%22">Speech disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+errors%22">Speech errors</searchLink><br /><searchLink fieldCode="DE" term="%22Articulation+disorders+in+children%22">Articulation disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Sequence+analysis%22">Sequence analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Speech sound disorder (SSD) in conjunction with a language disorder has been associated with poor literacy acquisition; however, no study has evaluated whether articulation, phonological, or sequencing skills are differentially related to reading skills. Therefore, this study examined the relationship between speech error types at ages 5-6 years and literacy at ages 7-9 years. Phonological errors were hypothesized to predict phonological awareness (PA) and literacy even while accounting for other speech error types and language skills. Method: One hundred twenty-three children, 86 with a history of speech impairment, completed a battery of speech, language, and literacy tests at ages 5-6 years and again at ages 7-9 years. Speech production at ages 5-6 years was analyzed, and indices of articulation errors, phonological errors, and sequencing deficits were obtained. The relationships of these error types to concurrent language and preliteracy skills and to later literacy outcomes were assessed. Results: As expected, phonological, but not articulation, errors at ages 5-6 years predicted concurrent PA and letter knowledge, as well as literacy at ages 7-9 years, even while accounting for language skills. Surprisingly, of all the error types, sequencing deficits showed the strongest relationship with PA (ages 5-6 years) and literacy (ages 7-9 years). Conclusions: These results suggest that some components of SSD uniquely predict preliteracy and literacy skills, even when controlling for language ability. Future investigations should examine further the association between sequencing deficits and literacy skills, test whether observed relationships hold at younger ages, and evaluate the efficacy of integrating literacy interventions into speech therapy to reduce later reading difficulties. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2022_JSLHR-21-00241 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 2081 Subjects: – SubjectFull: Language acquisition Type: general – SubjectFull: Speech disorders Type: general – SubjectFull: Learning disabilities Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Speech errors Type: general – SubjectFull: Articulation disorders in children Type: general – SubjectFull: Sequence analysis Type: general – SubjectFull: Phonetics Type: general Titles: – TitleFull: Sequencing Deficits and Phonological Speech Errors, But Not Articulation Errors, Predict Later Literacy Skills. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Boada, Katheryn L. – PersonEntity: Name: NameFull: Boada, Richard – PersonEntity: Name: NameFull: Pennington, Bruce F. – PersonEntity: Name: NameFull: Peterson, Robin L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 65 – Type: issue Value: 6 Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
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