Speech Errors and Phonological Awareness in Children Ages 4 and 5 Years with and without Speech Sound Disorder

Purpose: The aim of this study was to examine the relationship between types of speech errors produced by children with speech sound disorders (SSD) and children with typical speech and language development (TD) and phonological awareness (PA) skills. Method: Participants were 40 children, half with SSD and half with TD, ages 4 and 5 years. They completed standard speech, language, and PA tests as well as produced single words varying in length from 1 to 5 syllables. Production of each consonant was classified as either correct production, omission, substitution, and distortion; errors were also classified as typical or atypical. Results: The children with SSD produced similar proportions of each type of speech errors in mono-, di-, and multisyllabic words. In contrast, the children with TD produced much lower, but not significantly different, proportions of omissions, substitutions, distortions, and typical speech errors at each word length. They produced no atypical errors in monosyllabic words and were significantly more likely to produce them in multisyllabic words. Proportions of omissions and atypical speech errors were significantly correlated with PA performance. Variance in PA skills was predicted partly by vocabulary, language skills, and age; omissions accounted for an additional 5% of variance in PA. Other types of speech errors did not account for additional significant variance in PA performance. Conclusions: Poorer PA skills were found to be associated with omissions and atypical speech errors. Research is required to investigate the potential of omission and atypical error use in predicting which children are likely to receive diagnoses of SSD and later literacy difficulties.