Phonemic discrimination and the relationship with other linguistic levels in children with typical phonological development and phonological disorder

Abstract

Discriminação fonêmica e a relação com os demais níveis linguísticos em crianças com desenvolvimento fonológico típico e com desvio fonológico evolutivoABSTRACT Purpose: To compare children with typical language development (TLD) and evolutional phonological disorder (EPD) regarding the phonemic discrimination and the linguistic performance of language levels (morphological, syntactic, semantic, and perceptual and productive vocabulary). Methods: The sample comprised 36 children, aged between 5 years and 7 years and 11 months, with TLD and EPD. Children with EPD were awaiting care in the speech units of two higher education institutions and children with TLD were screened in public schools. For inclusion in the study, the criteria were the following: being authorized by the informed consent and being within the required age group. After the inclusion of children, all subjects underwent the phonemic discrimination test with figures, to the average phrase value test, which assesses the morphosyntactic and semantic/lexical aspects, and the expressive vocabulary test. For statistical evaluation of the influence of variables, Spearman's nonparametric correlation coefficient was used, and for comparison between the groups regarding evaluation performance, Mann-Whitney test was used. Results: Only children with EPD showed influence of phonemic discrimination in other linguistic levels. In addition, a significant difference was observed between the performances of both groups in relation to the phonemic discrimination, vocabulary, and all levels assessed in the questions and description modality. Conclusion: The comparison between both groups showed a statistically significant difference in phonemic discrimination and morphosyntactic and lexical/semantic development, with better performance in the TLD group. RESUMOObjetivo: Comparar crianças com desenvolvimento típico de linguagem (DTL) e com desvio fonológico evolutivo (DFE) quanto à discriminação fonêmica e ao desempenho linguístico dos níveis da linguagem (morfológico, sintático, semântico e vocabulários perceptivo e produtivo). Métodos: A amostra foi constituída por 36 crianças, com idades de5a 7 anos e 11 meses e com DTL e com DFE. As crianças com DFE aguardavam atendimento nos setores de fala de duas Instituições de Ensino Superior (IES) e as crianças com DTL foram triadas em escolas públicas. Para a inclusão na pesquisa, os critérios foram: autorização pelo Termo de Consentimento Livre e Esclarecido (TCLE), ter a idade estipulada e ter DTL. Após a inclusão das crianças, todos os sujeitos foram submetidos ao teste de figuras para discriminação fonêmica (TFDF), ao teste média de valores de frases (MVF), que avalia os aspectos morfossintáticos e semânticos/lexicais, e ao teste de vocabulário expressivo (TVExp). Para avaliação estatística da influência das variáveis, foi realizado o Study carried out at the Graduate Program in

Tarefa de discriminação de fala com pseudopalavras

“…After deletion of the items that did not present variability or showed null or negative correlation (items 15, 22, 29, and 38 -ceiling effect; items 1,4,5,7,8,11,17,18,23,26,28,34,41,42,44, and 46 -null correlation), α presented an acceptable value of 0.83, considered good reliability (Table 2).…”

“…Persistent Speech Disorders (PSD) present high prevalence among the population of schoolchildren and adolescents, who can be more easily accessed (2,3) . Manifest or subclinical disorders, still present at school age (4)(5)(6) , may hinder, aggravate, or worsen the processing of phonological information and of skills essential for the development of decoding and coding of the alphabetical writing system. This prevalence indicates a need to investigate the phenomenon, in its characteristics of production and perception of speech and of the organizational capacity of the linguistic material for the adequate phonological representation of the words and their constituent elements.…”

“…In addition to this process, which is primarily auditory and include important visual and proprioceptive information, other language neurocognitive, psycholinguistic, and speech motor processes are involved in this learning (2,3) . However, it is worth mentioning that phonemic discrimination is a fundamental skill for linguistic development in its phonological, semantic-lexical and morphosyntactic aspects (4) .…”

Cognitive Auditory Evoked Potential in children with speech sound disorders: analysis of different verbal stimuli

“…It is known that hearing provides the access for speech acquisition and, therefore, it is necessary to understand the functionality of the auditory system, from the detection to the analysis of the sound in the auditory cortex in the child population 11 . In this context, the literature reports that children with SSD may present difficulties in different auditory abilities [12][13][14] , among them, the ability of auditory discrimination/ phonemic discrimination 15,16 . These difficulties are observed in behavioral and electrophysiological assessments of the central auditory system, such as in the cognitive auditory evoked potential 8,9,17 .…”

Investigation of Visual Motor Integration Skills in Children With Speech Sound Problems

“…While phonetic acquisition refers to the articulatory capacity and motor skills to produce speech sounds, phonological acquisition is a language skill that includes mental representation, storage, and organization of speech sounds (Priester et al., 2011). Phonemic discrimination—the ability to discriminate speech sounds according to their acoustic characteristics—is essential for phonological acquisition (Freitas, Mezzomo, & Vidor, 2015; Oliveira & Costa, 2012). Phonemic discrimination requires integration of the organic structures involved in the processes of detection, reception, conduction, and interpretation by which a sound is perceived (Freitas et al., 2015; Oliveira & Costa, 2012).…”