Phonological Processing and Reading in Children With Speech Sound Disorders Purpose To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). Method The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD ... Research Article
Research Article  |   August 01, 2007
Phonological Processing and Reading in Children With Speech Sound Disorders
 
Author Affiliations & Notes
  • Susan Rvachew
    McGill University, Montreal, Quebec, Canada
  • Contact author: Susan Rvachew, Communication Sciences and Disorders, McGill University, 1266 Pine Avenue West, Montréal, Quebec, Canada, H3G 1A8. E-mail: susan.rvachew@mcgill.ca.
Article Information
Development / Speech, Voice & Prosodic Disorders / Speech, Voice & Prosody / Research Articles
Research Article   |   August 01, 2007
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)
History: Received August 3, 2006 , Revised October 24, 2006 , Accepted March 14, 2007
 
American Journal of Speech-Language Pathology, August 2007, Vol. 16, 260-270. doi:10.1044/1058-0360(2007/030)
History: Received August 3, 2006; Revised October 24, 2006; Accepted March 14, 2007
Web of Science® Times Cited: 18

Purpose To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD).

Method The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological processing skills (SSD-high PP), and 35 children with typical speech who were first assessed during their prekindergarten year using measures of phonological processing (i.e., speech perception, rime awareness, and onset awareness tests), speech production, receptive and expressive language, and phonological awareness skills. This assessment was repeated when the children were completing 1st grade. The Test of Word Reading Efficiency was also conducted at that time. First-grade sight word and nonword reading performance was compared across these groups.

Results At the end of 1st grade, the SSD-low PP group achieved significantly lower nonword decoding scores than the SSD-high PP and typical speech groups. The 2 SSD groups demonstrated similarly good receptive language skills and similarly poor articulation skills at that time, however. No between-group differences in sight word reading were observed. All but 1 child (in the SSD-low PP group) obtained reading scores that were within normal limits.

Conclusion Weaknesses in phonological processing were stable for the SSD-low PP subgroup over a 2-year period.

Acknowledgments
This research was supported by a research grant from the Canadian Language and Literacy Research Network. We are grateful to the families who participated in this research and to the students who were involved in the collection and transcription of the speech samples, including Genevieve Cloutier, Myra Cox, Natalia Evans, Meghann Grawburg, Joan Heyding, Debbie Hughes, Catherine Norsworthy, Alyssa Ohberg, Alysha Serviss, and Rishanthi Sivakumaran. We also thank the speech-language pathologists at the Alberta Children’s Hospital and the Children’s Hospital of Eastern Ontario for their assistance with recruitment of children.
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