Article/Report  |   February 2006
Correlates of Phonological Awareness in Preschoolers With Speech Sound Disorders
Author Notes
  • Contact author: Susan Rvachew, Department of Communication Sciences and Disorders, McGill University, 1266 Pine Avenue West, Montréal, Québec H3G 1A8, Canada. Email: susan.rvachew@mcgill.ca
Development / Speech, Voice & Prosodic Disorders / Normal Language Processing / Speech, Voice & Prosody / Language
Article/Report   |   February 2006
Correlates of Phonological Awareness in Preschoolers With Speech Sound Disorders
Journal of Speech, Language, and Hearing Research February 2006, Vol.49, 74-87. doi:10.1044/1092-4388(2006/006)
History: Accepted 09 Jun 2005 , Received 07 Dec 2004 , Revised 16 Mar 2005
Journal of Speech, Language, and Hearing Research February 2006, Vol.49, 74-87. doi:10.1044/1092-4388(2006/006)
History: Accepted 09 Jun 2005 , Received 07 Dec 2004 , Revised 16 Mar 2005

Purpose: The purpose of this study was to examine the relationships among variables that may contribute to poor phonological awareness (PA) skills in preschool-aged children with speech sound disorders (SSD).

Method: Ninety-five 4- and 5-year-old children with SSD were assessed during the spring of their prekindergarten year. Linear structural equation modeling was used to compare the fit of 2 models of the possible relationships among PA, speech perception, articulation, receptive vocabulary, and emergent literacy skills.

Results: Half the children had significant difficulty with speech perception and PA despite demonstrating receptive language skills within or above the average range. The model that showed the best fit to the data indicated that speech perception is a pivotal variable that has a direct effect on PA and an indirect effect that is mediated by vocabulary skills. Articulation accuracy did not have a direct impact on PA. Emergent literacy skills were predicted by PA abilities.

Conclusions: Children with SSD are at greatest risk of delayed PA skills if they have poor speech perception abilities and/or relatively poor receptive vocabulary skills. Children with SSD should receive assessments of their speech perception, receptive vocabulary, PA, and emergent literacy skills.

Order a Subscription
Pay Per View
Entire Journal of Speech, Language, and Hearing Research content & archive
24-hour access
This Article
24-hour access

Related Articles

Longitudinal Predictors of Implicit Phonological Awareness Skills
American Journal of Speech-Language Pathology May 2006, Vol.15, 165-176. doi:10.1044/1058-0360(2006/016)
Phonological Awareness and Types of Sound Errors in Preschoolers With Speech Sound Disorders
Journal of Speech, Language, and Hearing Research February 2010, Vol.53, 44-60. doi:10.1044/1092-4388(2009/09-0021)
Literacy Outcomes of Children With Early Childhood Speech Sound Disorders: Impact of Endophenotypes
Journal of Speech, Language, and Hearing Research December 2011, Vol.54, 1628-1643. doi:10.1044/1092-4388(2011/10-0124)
Preschool Speech Error Patterns Predict Articulation and Phonological Awareness Outcomes in Children With Histories of Speech Sound Disorders
American Journal of Speech-Language Pathology May 2013, Vol.22, 173-184. doi:10.1044/1058-0360(2012/12-0022)
What Influences Literacy Outcome in Children With Speech Sound Disorder?
Journal of Speech, Language, and Hearing Research October 2009, Vol.52, 1175-1188. doi:10.1044/1092-4388(2009/08-0024)