Investigating the relationship between phonological awareness and phonological processes in children with speech sound disorders

  • Navideh Shakeri Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran
  • Zahra Soleymani Mail Department of Speech therapy, School of Rehabilitation, Tehran University of Medical Sciences, Iran
  • Talieh Zarifian Department of Speech therapy, Faculty of Rehabilitation, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
  • Mohammad Kamali Department of Rehabilitation Management, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran
Keywords:
Speech sound disorders, phonological awareness, phonological processes, children, Persian language

Abstract

Background and Aim: Some children with speech sound disorder (SSD) have difficulty with phonological awareness skills; therefore, the purpose of this study was to survey the correlation between phonological processes and phonological awareness.
Methods: Twenty-one children with speech sound disorder, aged between 5 and 6, participated in this crosssectional study. They were recruited from speech therapy clinics at the Tehran University of Medical Sciences. They were selected using the convenience sampling method. Language, speech sound, and phonological awareness skills were investigated by the test of language development-third edition (TOLD-3), the Persian diagnostic evaluation articulation and phonology test, and the phonological awareness test. Both Pearson’s and Spearman’s correlations were used to analyze the data.
Results: There was a significant correlation between the atypical phonological processes and alliteration awareness (p=0.005), rhyme awareness (p=0.009), blending phonemes (p=0.006), identification of words with the same initial phoneme (p=0.007), and identification of words with the same final phoneme (p=0.007). Analyzing the correlation on the basis of the phoneme and syllable structure separately showed there was a significant correlation between the atypical phoneme structure and alliteration awareness (p=0.001), rhyme awareness (p=0.008), blending phonemes (p=0.029), identification of words with the same initial phoneme (p=0.007), and identification of words with the same final phoneme (p=0.003).
Conclusion: Results revealed a relationship between phonological processes and phonological awareness in children with speech sound disorder. Poor phonological awareness was associated with atypical phonological processes especially at the phoneme level.

References

1. Sices L, Taylor HG, Freebairn L, Hansen A, Lewis B. Relationship between speech-sound disorders and early literacy skills in preschool-age children: impact of comorbid language impairment. J Dev Behav Pediatr. 2007;28(6):438-47.
2. Peña-Brooks A, Hegde MN. Assessment and treatment of articulation and phonological disorders in children: a dual level text. 1st ed. Austin, Tex: Pro-Ed; 2000.
3. Goswami U, Bryant P. Phonological skills and learning to read. 1st ed. Hove: Psychology Press Ltd; 1990.
4. Stackhouse J, Wells B. Children's speech and literacy difficulties: a psycholinguistic framework. 1st ed. London: whurr; 1997.
5. Carroll JM, Snowling MJ, Hulme C, Stevenson J. The development of phonological awareness in preschool children. Dev Psychol. 2003;39(5):913-23.
6. Sénéchal M, Ouellette G, Young L. Testing the concurrent and predictive relations among articulation accuracy, speech perception, and phoneme awareness. J Exp Child Psychol. 2004;89(3):242-69.
7. Raitano NA, Pennington BF, Tunick RA, Boada R, Shriberg LD. Pre-literacy skills of subgroups of children with speech sound disorders. J Child Psychol Psychiatry. 2004;45(4):821-35.
8. Ghasisin L, Mirani S, Tazhibi M. Study of phonological awareness in children with phonological disorders. Journal of Rehabilitation. 2013;13(4):20-27. Persian.
9. Nathan L, Stackhouse J, Goulandris N, Snowling MJ. The development of early literacy skills among children with speech difficulties: a test of the "critical age hypothesis". J Speech Lang Hear Res. 2004;47(2):377-91.
10. Mann VA, Foy JG. Speech development patterns and phonological awareness in preschool children. Ann Dyslexia. 2007;57(1):51-74.
11. Leitão S, Fletcher J. Literacy outcomes for students with speech impairment: long-term follow-up. Int J Lang Commun Disord. 2004;39(2):245-56.
12. Preston J, Edwards ML. Phonological awareness and types of sound errors in preschoolers with speech sound disorders. J Speech Lang Hear Res. 2010;53(1):44-60.
13. Rvachew S, Chiang PY, Evans N. Characteristics of speech errors produced by children with and without delayed phonological awareness skills. Lang Speech Hear Serv Sch. 2007;38(1):60-71.
14. Soleymani Z, Saeedmanesh M, Dastjerdi M, Mehri A, Jahani Y. Relationship between phonological awareness, rapid automatized naming and reading in first grade students in Tehran, Iran. Audiol. 2009;18(1-2):18-25. Persian.
15. Zarifian T, Modarresi Y, Gholami Tehrani L, Dastjerdi M, Salavati M. The Persian version of phonological test of diagnostic evaluation articulation and phonology for Persian speaking children and investigating its validity and reliability. Audiol. 2014;23(4):10-20. Persian.
Published
2017-07-31
How to Cite
1.
Shakeri N, Soleymani Z, Zarifian T, Kamali M. Investigating the relationship between phonological awareness and phonological processes in children with speech sound disorders. Aud Vestib Res. 23(5):35-43.
Section
Research Article(s)