The Relationship Between Speech, Language, and Phonological Awareness in Preschool-Age Children With Developmental Disabilities

Abstract

Children with limited speech ability were found to have receptive language and letter-sound knowledge that supported the development of phonological awareness skills. This study provides implications for practitioners and researchers concerning the factors related to early reading development in children with limited speech ability and developmental disabilities.

Augmentative and Alternative Communication Supports for Language and Literacy in Preschool: Considerations for Down Syndrome and Autism Spectrum Disorder

“…The Non-Speech Phonological Awareness Assessment (NPAA), an experimental task, was used as the assessment of phonological awareness. 57,61 The Peabody Pic-tureVocabularyTest-FourthEdition(PPVT) 62 measured receptive vocabulary knowledge. See Barton-Hulsey and colleagues 57 for further description of the measures and procedures.…”

“…57,61 The Peabody Pic-tureVocabularyTest-FourthEdition(PPVT) 62 measured receptive vocabulary knowledge. See Barton-Hulsey and colleagues 57 for further description of the measures and procedures.…”

“…Given that children with DS often display a specific deficit in phonological awareness relative to vocabulary knowledge, 42 and children with ASD have been found to have unique strengths in phonological awareness, word decoding, and letter knowledge, 55 we present data from a larger study 57 that identifies differences in phonological awareness, letter and letter-sound knowledge, and vocabulary comprehension in children with DS and children with ASD. The data we provide represent a preliminary investigation to identify the variability within each group and describe trends that were found between each group in these early reading skills.…”

“…The data we provide represent a preliminary investigation to identify the variability within each group and describe trends that were found between each group in these early reading skills. Several standardized and experimental tasks that did not require speech to assess vocabulary and early literacy skills were used (see the article by Barton-Hulsey et al 57 for more detail). Importantly, children in each group had a range of speech ability, inclusive of those with the most limited speech who used AAC systems for communication, capturing the variability of the populations from which the samples were drawn.…”

Validity and Reliability Analyses for the Development of Urimal Test of Articulation and Phonology-2

“…셋째, 기존의 서울 및 대구지역의 아동을 대상으 로 표집의 범위가 제한된 점을 보완하여 전국단위의 대규모 규준 을 구축함으로써 결과에 대하여 보다 타당한 정보를 제공할 필요 성이 있다 (Jo & Huh, 2017 Kim & Shin, 2015). 자발화와 유사할 뿐 아니라, 문맥효과 관찰, 음소산출의 변이성 관찰, 오류의 심각도, 말 명료도를 포함한 여러가지 정보를 얻을 수 있으며, 특히 다음절 단어에 관한 아동의 산출능력을 분석함으로써 아동의 작업기억, 문해력 발달, 어휘, 문법능력과 관련한 정보를 얻을 수 있다 (Barton-Hulsey, Sevcik, & Romski, 2018;Kim & Ha, 2014;Lewis et al, 2015;Masso, McLeod, Baker, & McCormack, 2016;McNeill, Wolter, & Gillon, 2017;Preston, Hull, & Edwards, 2013;Seo, Ko, Oh, & Kim, 2017;Waring, Eadie, Liow, & Dodd, 2018). 다섯째, 보 다 다양한 말소리장애의 지표를 분석하고 각 지표 수치에 대한 표 준화 작업을 실시하여 임상현장에서 중재계획을 세우는 데 실질적 인 도움을 줄 수 있을 것이다 (Masso, Baker, McLeod, & Wang, 2017;Preston et al, 2013).…”