Correlates of Phonological Awareness in Preschoolers with Speech Sound Disorders

Autor/inn/en	Rvachew, Susan; Grawburg, Meghann
Titel	Correlates of Phonological Awareness in Preschoolers with Speech Sound Disorders
Quelle	In: Journal of Speech, Language, and Hearing Research, 49 (2006) 1, S.74-87 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Articulation (Speech); Vocabulary Skills; Receptive Language; Reading Skills; Emergent Literacy; Preschool Children; Predictor Variables; Speech Impairments; At Risk Persons; Language Impairments; Vocabulary Development; Foreign Countries; Auditory Stimuli; Perception; Structural Equation Models; Correlation; Canada + Suchen Sie Ihr Suchwort? Aktiver Wortschatz; Rezeptive Kommunikationsfähigkeit; Reading skill; Lesefertigkeit; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Risikogruppe; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Wortschatzarbeit; Ausland; Auditive Stimulation; Wahrnehmung; Korrelation; Kanada
Abstract	Purpose: The purpose of this study was to examine the relationships among variables that may contribute to poor phonological awareness (PA) skills in preschool-aged children with speech sound disorders (SSD). Method: Ninety-five 4- and 5-year-old children with SSD were assessed during the spring of their prekindergarten year. Linear structural equation modeling was used to compare the fit of 2 models of the possible relationships among PA, speech perception, articulation, receptive vocabulary, and emergent literacy skills. Results: Half the children had significant difficulty with speech perception and PA despite demonstrating receptive language skills within or above the average range. The model that showed the best fit to the data indicated that speech perception is a pivotal variable that has a direct effect on PA and an indirect effect that is mediated by vocabulary skills. Articulation accuracy did not have a direct impact on PA. Emergent literacy skills were predicted by PA abilities. Conclusions: Children with SSD are at greatest risk of delayed PA skills if they have poor speech perception abilities and/or relatively poor receptive vocabulary skills. Children with SSD should receive assessments of their speech perception, receptive vocabulary, PA, and emergent literacy skills. (Contains 2 tables and 3 figures.) (Author).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://www.asha.org/about/publications/journal-abstracts/jslhr/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10