Internal Awareness of Phonological Representation in Children with Speech Sound Disorders

Abstract

Objectives: This paper describes the development of the Internal Awareness of Phonological Representation (IAPR) task. This task was designed to assess a child's ability to be aware of sounds and manipulate them silently within their own stored representations while minimizing the impact of any output difficulties. The purpose of this study is to examine the underlying difficulties in phonological awareness of children with speech sound disorders (SSD) by comparing their performance on the IAPR task with typically developing children. Methods: We compared the correct response scores and reaction time on the IAPR task between a SSD group and a typically developing group of children. The correlations among the IAPR task, phonological awareness task, and phonological representation judgment task were then analyzed. Results: In the IAPR task, there were significant differences between the groups according to both correct response scores and reaction time. And there were positive correlations among the IAPR task, phonological awareness task, and phonological representations judgment task. Conclusion: The IAPR task can provide more information on both the accuracy and specificity of underlying phonological representations and phonological awareness ability. The results of the present study suggest the possibility that children with SSD have difficulties in the activation and operation of phonological representation and that this is one of the underlying factors of SSD.

Exploring the influence of the home literacy environment on early literacy and vocabulary skills in Korean–English bilingual children

“…This study employed a modified version of the Korean phonological awareness tasks, adapted from Kim and Pae (2007) and Jung et al (2015). For the English phonological awareness tasks, a similar format to the Korean phonological awareness tasks was created for this study.…”

Effects of Input Modality, Vocal Rehearsal and Stimulus Length on Phonological Working Memory in Children with and without Speech Sound Disorders

“…. (Baddeley, 2000(Baddeley, , 2003Baddeley, Hitch, & Allen, 2009;Baddeley, Papagno, & Vallar, 1988 (Alt & Spaulding, 2011;Archibald & Gathercole, 2006;Choi, 2014;Larrivee & Catts, 1999;Vallar & Papagno, 2002 (Kim, 1997 (Kim & Ha, 2019;Lee, Ha, Koo, Hwang, & Pyun, 2016;Murray, 1965 (Jung, Choi, & Ha, 2015 (Lee & Sim, 2003;Kim & Ha, 2019 (Dell, Chang, & Griffin, 1999 (Baddeley, 2003;Cohen & Heath, 1990;Fletcher & Bray, 1996;Jacquemot & Scott, 2006;Kim, 1997;Kim & Ha, 2019;Lee et al, 2016;Salame & Baddeley, 1982 ORCID 전은혜(제1저자, 대학원생 https://orcid.org/0000-0001-9868-0937); 하지완(교신저자, 교수 https://orcid.org/0000-0002-1191-791X)…”

New Phonological Representation of Children with Speech Sound Disorders

“…따라서 음운표상이 명확 하고 변별적이고 안정적으로 저장되어 있지 않은 경우 (Anthony et al, 2010), 혹은 음운표상의 저장에는 문제가 없더라도 그것의 접근 또는 인출에 문제가 있는 경우 (Sutherland, 2005) 말소리장애가 초 래될 수 있다. 말소리장애아동은 음운표상이 명확하지 않고 그것 을 인출하는 능력에 결함이 있음을 보고한 연구 (Kim & Ha, 2014;Sutherland & Gillon, 2007), 음운표상을 바탕으로 하는 음운인식 과제에서 말소리장애아동의 어려움을 밝힌 연구 (Claessen & Leitão, 2012;Jung, Choi, & Ha, 2015), 음운표상과 말산출 능력 또 는 조음정확도의 밀접한 관련성을 보고한 연구 (Carroll & Snowling, 2004;Sutherland & Gillon, 2007) (Claessen et al, 2009;Kim, Kwon, Jeong, Meng, & Ha, 2013), 비단어 따라말하기 수행력 이 좋다 (Lee et al, 2016)…”