Dimensions of early speech sound disorders: A factor analytic study

Lewis, Barbara; Freebairn, Lisa; Hansen, Amy J.; Stein, Catherine M.; Shriberg, Lawrence D.; Iyengar, Sudha K.; Taylor, H. Gerry

doi:10.1016/j.jcomdis.2005.11.003

Cited by 60 publications

(52 citation statements)

References 53 publications

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“…Participants were recruited from the clinical practices of speech and language pathologists at community speech and hearing centers or in private practice in the greater Cleveland area. They were part of an ongoing study of the genetics of SSD 36,37 and were tested between 1995 and 2004.…”

Section: Participantsmentioning

confidence: 99%

“…These measures have adequate validity and have been used in prior studies by our group. 21,23,36,37,54 Nonverbal IQ-To assess nonverbal intelligence, PIQ was measured using the WPPSI-R. 41 Outcome Measures-The Test of Early Reading Ability-2 (TERA) was used to measure pre-academic reading readiness. 42 The TERA measures the ability to construct meaning from printed symbols, knowledge of the alphabet, and understanding of the conventions of written language (print concept knowledge) in children ages 3 to 9 years.…”

Section: Speech and Languagementioning

confidence: 99%

See 1 more Smart Citation

Relationship Between Speech-Sound Disorders and Early Literacy Skills in Preschool-Age Children: Impact of Comorbid Language Impairment

Sices

Taylor²,

Freebairn³

et al. 2007

Journal of Developmental &Amp; Behavioral Pediatrics

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Objective: Disorders of articulation or speech-sound disorders (SSD) are common in early childhood. Children with these disorders may be at risk for reading difficulties because they may have poor auditory, phonologic, and verbal memory skills. Methods:We sought to characterize the reading and writing readiness of preschool children with SSD and identify factors associated with preliteracy skills. Subjects were 125 children aged 3 to 6 years with moderate to severe SSD; 53% had comorbid language impairment (LI). Reading readiness was measured with the Test of Early Reading Ability-2 (TERA) and writing skills with the Test of Early Written Language-2 (TEWL), which assessed print concept knowledge. Linear regression was used to examine the association between SSD severity and TERA and TEWL scores and analysis of variance to examine the effect of comorbid LI. Performance on a battery of speech and language tests was reduced by way of factor analysis to composites for articulation, narrative, grammar, and word knowledge skills. Results:Early reading and writing scores were significantly lower for children with comorbid LI but were not related to SSD severity once language status was taken into account. Composites for grammar and word knowledge were related to performance on the TERA and TEWL, even after adjusting for Performance IQ. Below average language skills in preschool place a child at risk for deficits in preliteracy skills, which may have implications for the later development of reading disability. Conclusion:Preschool children with SSD and LI may benefit from instruction in preliteracy skills in addition to language therapy. Keywords speech-sound disorders; language impairment; preschool literacy skills; print concept knowledge Speech and language disorders are among the most common developmental conditions in early childhood, affecting 4% to 10% of children. 1,2 Some studies report rates of expressive language delay as high as 17.5% in preschool children. 3 Speech-sound disorders (SSD) involve impairments in speech-sound production and range from mild articulation issues involving a limited number of speech sounds to more severe phonologic disorders involving multiple errors in speech-sound production and reduced intelligibility. The prevalence of SSDs is highest for Copyright © 2007 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript preschool-age children, and the condition appears to resolve in 75% of children by age 6. 4 In contrast, language disorders involve delays or deficits in expressive or receptive language development, or both, with an estimated prevalence of 7% at kindergarten age. 1 The goal of this study was to determine how preschool-age children with moderate to severe SSD perform on measures of early reading and writing. We sought to determine factors associated with early literacy skills among children with SSD, including co-existing language impairment (LI).There has been significant emphasis on the role of phonologic processing, the ability to deconstr...

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Section: Participantsmentioning

confidence: 99%

Section: Speech and Languagementioning

confidence: 99%

Relationship Between Speech-Sound Disorders and Early Literacy Skills in Preschool-Age Children: Impact of Comorbid Language Impairment

Sices

Taylor²,

Freebairn³

et al. 2007

Journal of Developmental &Amp; Behavioral Pediatrics

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show abstract

“…Studies have also shown a variety of speech and language disorders aggregate in firstdegree family relatives of children diagnosed with CAS (Lewis et al, 2004;Lewis et al, 2006). A similar pattern of family aggregation has been observed for speech-disordered children without CAS (Lewis et al, 2004).…”

mentioning

confidence: 53%

Early Development in Infants at Risk of Childhood Apraxia of Speech: A Longitudinal Investigation

Highman

Hennessey

Leitão

et al. 2013

Developmental Neuropsychology

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“…If the proper treatment of these problems starts in due time, they can be corrected because psycholinguistic automatisms are not consolidated in young children [2].…”

Section: The Challenges Of Speech Disorder Therapymentioning

confidence: 99%

How Useful Can Be Data Mining For A Continuos Speech Therapist’s Education?

Danubianu

2014

Balkan Region Conference on Engineering and Business Education

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Speech therapy can be viewed as a business in logopaedic area that aims to offer services for correcting language. A proper treatment of speech impairments ensures improved efficiency of therapy, so, in order to do that, a therapist must continuously learn how to adjust its therapy methods to patient's characteristics. Using Information and Communication Technology in this area allowed collecting a lot of data regarding various aspects of treatment. These data can be used for a data mining process in order to find useful and usable patterns and models which help therapists to improve its specific education. Clustering, classification or association rules can provide unexpected information which help to complete therapist's knowledge and to adapt the therapy to patient's needs.

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Dimensions of early speech sound disorders: A factor analytic study

Cited by 60 publications

References 53 publications

Relationship Between Speech-Sound Disorders and Early Literacy Skills in Preschool-Age Children: Impact of Comorbid Language Impairment

Relationship Between Speech-Sound Disorders and Early Literacy Skills in Preschool-Age Children: Impact of Comorbid Language Impairment

Early Development in Infants at Risk of Childhood Apraxia of Speech: A Longitudinal Investigation

How Useful Can Be Data Mining For A Continuos Speech Therapist’s Education?

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