What Influences Literacy Outcome in Children With Speech Sound Disorder?

Abstract

Purpose: In this study, the authors evaluated literacy outcome in children with histories of speech sound disorder (SSD) who were characterized along 2 dimensions: broader language function and persistence of SSD. In previous studies, authors have demonstrated that each dimension relates to literacy but have not disentangled their effects. Methods: Two groups of children (86 SSD and 37 controls) were recruited at ages 5–6 and were followed longitudinally. The authors report the literacy of children with SSD at ages 7–9, compared with controls and national norms, and relative to language skill and SSD persistence (both measured at age 5–6). Results: The SSD group demonstrated elevated rates of reading disability. Language skill but not SSD persistence predicted later literacy. However, SSD persistence was associated with phonological awareness impairments. Phonological awareness alone predicted literacy outcome less well than a model that also included syntax and nonverbal IQ. Conclusions: Results support previous literature findings that SSD history predicts literacy difficulties and that the association is strongest for SSD + language impairment (LI). Magnitude of phonological impairment alone did not determine literacy outcome, as predicted by the core phonological deficit hypothesis. Instead, consistent with a multiple deficit approach, phonological deficits appeared to interact with other cognitive factors in literacy development.

Investigating Phonological Awareness in Persian-Speaking Children With Phonological Disorders

“…Assessment of intra-syllabic awareness tasks revealed that only the CAP group experienced difficulty in these tasks. This finding is consistent with the results from Raitano et al (14), Holm et al (22), and Peterson et al (15). Corresponding to other studies (12,16,31), this study has also shown that the children had more atypical error patterns in their speech have more problems with their PA skills.…”

“…Some researchers have indicated the effect of error type on PA. They found that children with more atypical errors experience inferior performance in PA skills (12,15,16). The literature has also shown that there is a positive relation between speech sound accuracy measured by percent consonant correct (PCC) and PA skills (17).…”

Screening for Speech and Language Delay in Children 5 Years Old and Younger: A Systematic Review

“…6 Children with both speech sound disorders and language impairment are at greatest risk for language-based learning disabilities (eg, difficulties in reading and written language). 7,8 Estimates of the increased risk for poor reading outcomes in grade school are 4 to 5 times greater for children with speech and language impairment than for children with appropriate development [9][10][11][12] ; risk persists into adulthood. 13 Adults who had speech and language disorders as children may hold lower-skilled jobs and are more likely to experience unemployment than other adults.…”

Speech characteristics of 8-year-old children: Findings from a prospective population study

“…Increasingly however, it has been recognised that difficulties can persist beyond the early years and into older childhood. This is evident from recent studies that have investigated samples of children with persistent speech disorder (PSD) (Clark, Harris, Jollef, Price & Neville, 2010;Goozee, Murdoch, Ozanne, Cheng, Hill & Gibbon, 2007;McGrath, Hutaff-Lee, Scott, Boada & Shriberg, 2008;Peterson, Pennington, Shriberg & Boada, 2009;Shriberg, Potter & Strand, 2011). Yet population data on the speech characteristics of children beyond the age when speech acquisition is generally considered to be complete is lacking.…”