Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits

Abstract

Purpose Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production–specific risk factors that may help predict or identify dyslexia in young children. Method In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia. Results Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia. Conclusion Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.

Describing How School-Based SLPs Determine Eligibility for Children with Speech Sound Disorders

“…Unfortunately, data from the present survey also indicate that despite growing evidence that school-age children with SSD are at increased risk for subsequent reading difficulties, 15,16,24,25 only 5% of SLPs reported using a literacy assessment. This proportion is considerably less than the 12% of SLPs in Skahan et al's 17 study who reported routinely incorporating a phonemic awareness assessment for their students with SSD.…”

“…However, this population of children often experiences deficits in reading, spelling, and social-emotional well-being. [8][9][10][11][12][13][14][15] Thus, eligibility for services must take into consideration factors such as the connections between SSDs and reading 16 and the social implications of an SSD. Further, IDEA is explicit that eligibility is a team decision and that the team includes qualified professionals (e.g., classroom teacher, SLP) and the child's parent(s) ( § 614, b, 4, A).…”

“…Despite this, the vast majority of SLPs indicate using a single-word test, whereas shockingly few report always using a connected speech sample as a source of assessment data. 16 However, connected speech samples provide rich and imperative information regarding the complexity of the SSD. 19 Speech samples also afford clinicians the opportunity to examine intelligibility for each individual case.…”

Evidence for [Coronal] Underspecification in Typical and Atypical Phonological Development

“…While no published research has examined underlying perceptual mechanisms implicated in PD, studies involving children with developmental language disorders, reading disorders, and/or childhood apraxia of speech have identified atypical electrophysiological discriminatory responses to speech sounds (Kraus et al, 1996;Uwer et al, 2002;Sharma et al, 2006;Froud and Khamis-Dakwar, 2012;Volkmer and Schulte-Körne, 2018). With 18-25% of children with PD going on to develop reading difficulties or receive a dyslexia diagnosis (Cabbage et al, 2018), one potential deficit that children with PD might share with children with developmental language disorders and reading disabilities is an impairment in phonological processing or phonological representation (Elbro and Jensen, 2005;Boada and Pennington, 2006;Pennington and Bishop, 2009;Cabbage et al, 2018). It is plausible that the underlying neural responses representing the discrimination of speech sounds in children with PD could also be atypical in nature.…”

Identifying Developmental Dyslexia in 9 Korean Elementary School Students at Risk for Dyslexia

“…앞서 난독증의 유형과 개념, 진단모델, 선별절차와 배제요인에 대 해 임상과 연구현장에서 활용되는 것들을 살펴보았다. 하지만, 이 (Adlof & Hogan, 2018;Rutter et al, 2004;Shaywitz, 1996;Spencer et al, 2014 (Kim & Cho, 2010;Kim, Lee, & Jeong, 2011;Lee, Park, Lee, Whang, & Ryu, 2011) (Christmann, Lachmann, & Steinbrink, 2015;Geiser, Kjelgaard, Christodoulou, Cyr, & Gabrieli, 2014 (Cabbage, Farquharson, Iuzzini-Seigel, Zuk, & Hogan, 2018;Daikhin, Raviv, & Ahissar, 2017;De Luca, Marinelli, Spinelli, & Zoccolotti, 2017;Griffiths & Snowling, 2001;Hanly & Vandenberg, 2010;Hakvoort et al, 2016;Wijnen, Kappers, Vlutters, & Winke, 2012), 일부 난독증 아동에게서 나타나는 설단현상(Tip of the tongue, TOT)과 단어인출 결함(word retrieval deficits) 결과를 그 증거로 제시하였다 (Faust, Dimitrovsky, & Shacht, 2003;Hanly & Vandenberg, 2010 (Gray et al, 2019;Hachmann et al, 2014;Kapoula et al, 2010;Moll, Hulme, Nag, & Snowling, 2015 (Arciuli, 2018;Bulgarelli, Lebkuecher, & Weis, 2018;Gabay, Thiessen, & Holt, 2015;Treiman, 2018).…”