Preschool speech error patterns predict articulation and phonological awareness outcomes in children with histories of speech sound disorders

Jonathan L. Preston, Margaret Hull, Mary Louise Edwards

Research output: Contribution to journalArticle

48 Scopus citations

Abstract

Purpose: To determine if speech error patterns in preschoolers with speech sound disorders (SSDs) predict articulation and phonological awareness (PA) outcomes almost 4 years later. Method: Twenty-five children with histories of preschool SSDs (and normal receptive language) were tested at an average age of 4;6 (years;months) and were followed up at age 8;3. The frequency of occurrence of preschool distortion errors, typical substitution and syllable structure errors, and atypical substitution and syllable structure errors was used to predict later speech sound production, PA, and literacy outcomes. Results: Group averages revealed below-average schoolage articulation scores and low-average PA but ageappropriate reading and spelling. Preschool speech error patterns were related to school-age outcomes. Children for whom >10% of their speech sound errors were atypical had lower PA and literacy scores at school age than children who produced <10% atypical errors. Preschoolers who produced more distortion errors were likely to have lower school-age articulation scores than preschoolers who produced fewer distortion errors. Conclusion: Different preschool speech error patterns predict different school-age clinical outcomes. Many atypical speech sound errors in preschoolers may be indicative of weak phonological representations, leading to long-term PA weaknesses. Preschoolers' distortions may be resistant to change over time, leading to persisting speech sound production problems.

Original languageEnglish (US)
Pages (from-to)173-184
Number of pages12
JournalAmerican journal of speech-language pathology
Volume22
Issue number2
DOIs
StatePublished - May 1 2013

Keywords

  • Literacy
  • Outcomes
  • Phonological awareness
  • Speech production
  • Speech sound disorders

ASJC Scopus subject areas

  • Otorhinolaryngology
  • Developmental and Educational Psychology
  • Linguistics and Language
  • Speech and Hearing

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