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Investigating the Relationships Among Phonological Awareness, Morphological Awareness, and Vocabulary in Turkish-Speaking Preschool Children With Speech Sound Disorders.

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Title: Investigating the Relationships Among Phonological Awareness, Morphological Awareness, and Vocabulary in Turkish-Speaking Preschool Children With Speech Sound Disorders.
Authors: Atila-Çağlar, Nazmiye1,2, Noyan-Erbaş, Ayşın2, Köse, Ayşen2
Source: Journal of Speech, Language & Hearing Research. Jul2026, Vol. 69 Issue 7, p2928-2939. 12p.
Subject Terms: *Articulation disorders, *Statistical correlation, *Phonological awareness, *Speech evaluation, *Research, *Vocabulary, *Literacy, *Language acquisition, *Children, Cross-sectional method, Pearson correlation (Statistics), Descriptive statistics, Psychology of movement, Phonetics, Confidence intervals
Geographic Terms: Türkiye
Abstract: Purpose: This study aimed to examine the phonological awareness (PA), morphological awareness (MA), and vocabulary skills of preschool children with speech sound disorders (SSD), as well as the relationships among these three skills— known to be critical for literacy development—within the context of Turkish, a morphologically rich and phonologically transparent language. Method: Thirty children (17 boys and 13 girls, aged 48–72 months; M = 63.03, SD = 7.79) with SSD participated. Parental consent was obtained using the History Form. Children were assessed with the Turkish School-Age Language Development Test subtests (Picture, Relational, and Oral Vocabulary, Morphological Completion) and the Turkish Articulation and Phonology Test subtests (Articulation Screening Test, Auditory Discrimination Test) for SSD. PA was assessed using the Turkish Phonological Awareness Test. All assessments were face to face. Results: Preschool children with SSD showed heterogeneous performance across PA, MA, and vocabulary measures. A statistically significant strong positive correlation was observed between children’s MA skills and PA skills at the word, rhyme, and syllable levels (r = .50–.79). A strong positive correlation was found between children’s ability to generate oral definitions (an expressive vocabulary skill) and MA skills (r = .68, 95% CI [0.42, 0.84], p < .001). In addition, a moderate positive correlation was observed between children’s ability to orally express relationships between spoken stimulus words (relational vocabulary) and MA skills (r = .51, 95% CI [0.18, 0.73], p < .01). Conclusion: This study demonstrates strong relationships among MA, PA, and vocabulary in Turkish-speaking preschool children with SSD, highlighting the interconnected nature of these skills in early language and literacy development. [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
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  Data: Purpose: This study aimed to examine the phonological awareness (PA), morphological awareness (MA), and vocabulary skills of preschool children with speech sound disorders (SSD), as well as the relationships among these three skills— known to be critical for literacy development—within the context of Turkish, a morphologically rich and phonologically transparent language. Method: Thirty children (17 boys and 13 girls, aged 48–72 months; M = 63.03, SD = 7.79) with SSD participated. Parental consent was obtained using the History Form. Children were assessed with the Turkish School-Age Language Development Test subtests (Picture, Relational, and Oral Vocabulary, Morphological Completion) and the Turkish Articulation and Phonology Test subtests (Articulation Screening Test, Auditory Discrimination Test) for SSD. PA was assessed using the Turkish Phonological Awareness Test. All assessments were face to face. Results: Preschool children with SSD showed heterogeneous performance across PA, MA, and vocabulary measures. A statistically significant strong positive correlation was observed between children’s MA skills and PA skills at the word, rhyme, and syllable levels (r = .50–.79). A strong positive correlation was found between children’s ability to generate oral definitions (an expressive vocabulary skill) and MA skills (r = .68, 95% CI [0.42, 0.84], p &lt; .001). In addition, a moderate positive correlation was observed between children’s ability to orally express relationships between spoken stimulus words (relational vocabulary) and MA skills (r = .51, 95% CI [0.18, 0.73], p &lt; .01). Conclusion: This study demonstrates strong relationships among MA, PA, and vocabulary in Turkish-speaking preschool children with SSD, highlighting the interconnected nature of these skills in early language and literacy development. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Journal of Speech, Language &amp; 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&#39;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.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2026_JSLHR-25-00340
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 2928
    Subjects:
      – SubjectFull: Articulation disorders
        Type: general
      – SubjectFull: Statistical correlation
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Speech evaluation
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: Pearson correlation (Statistics)
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Psychology of movement
        Type: general
      – SubjectFull: Phonetics
        Type: general
      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Türkiye
        Type: general
    Titles:
      – TitleFull: Investigating the Relationships Among Phonological Awareness, Morphological Awareness, and Vocabulary in Turkish-Speaking Preschool Children With Speech Sound Disorders.
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            NameFull: Atila-Çağlar, Nazmiye
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            NameFull: Noyan-Erbaş, Ayşın
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            NameFull: Köse, Ayşen
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            – D: 01
              M: 07
              Text: Jul2026
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              Y: 2026
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