Article  |   February 2010
Phonological Awareness and Types of Sound Errors in Preschoolers With Speech Sound Disorders
Author Affiliations & Notes
  • Jonathan Preston
    Haskins Laboratories, New Haven, CT
  • Mary Louise Edwards
    Syracuse University, Syracuse, NY
  • Contact author: Jonathan Preston, Haskins Laboratories, 300 George Street, Suite 900, New Haven, CT 06511. E-mail: preston@haskins.yale.edu.
Speech, Voice & Prosodic Disorders / Speech, Voice & Prosody / Speech
Article   |   February 2010
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)
History: Accepted 13 May 2009 , Received 03 Feb 2009
Journal of Speech, Language, and Hearing Research February 2010, Vol.53, 44-60. doi:10.1044/1092-4388(2009/09-0021)
History: Accepted 13 May 2009 , Received 03 Feb 2009

Purpose: Some children with speech sound disorders (SSD) have difficulty with literacy-related skills, particularly phonological awareness (PA). This study investigates the PA skills of preschoolers with SSD by using a regression model to evaluate the degree to which PA can be concurrently predicted by types of speech sound errors.

Method: Preschoolers with SSD (n = 43) participated in PA and speech sound production assessment. Errors from a 125-item picture naming task were coded in 2 ways: (a) considering all consonant errors equally (percentage of consonants correct [PCC]) and (b) using a 3-category system that captures component features of sound errors (typical sound changes, atypical sound changes, and distortions). PA tasks included rhyme matching, onset matching, onset segmentation and matching, and blending.

Results: Variance in a PA composite score could be predicted partly by vocabulary and age (33%). Atypical sound changes accounted for an additional 6% of variance in PA, but distortions and typical errors did not account for significant variance. When the same consonant errors were analyzed using PCC, speech errors did not predict significant variance in PA.

Conclusions: Poorer PA is associated with lower receptive vocabularies and more atypical sound errors. Results are interpreted in the context of the accuracy of phonological representations.

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

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)
Speech and Language Skills of Parents of Children With Speech Sound Disorders
American Journal of Speech-Language Pathology May 2007, Vol.16, 108-118. doi:10.1044/1058-0360(2007/015)
Lexical and Phonological Variability in Preschool Children With Speech Sound Disorder
American Journal of Speech-Language Pathology February 2014, Vol.23, 27-35. doi:10.1044/1058-0360(2013/12-0037)
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)
Phonological Processing and Reading in Children With Speech Sound Disorders
American Journal of Speech-Language Pathology August 2007, Vol.16, 260-270. doi:10.1044/1058-0360(2007/030)