Development of phonological representations and phonological awareness in children with speech impairment
Background: Children with speech impairment are more likely to have difficulty learning to read compared with children with typical speech development. Researchers have hypothesized that a difficulty in accessing good-quality phonological representations of words stored in the memory may constrain t...
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Veröffentlicht in: | International journal of language & communication disorders 2007-03, Vol.42 (2), p.229-250 |
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description | Background: Children with speech impairment are more likely to have difficulty learning to read compared with children with typical speech development. Researchers have hypothesized that a difficulty in accessing good-quality phonological representations of words stored in the memory may constrain these children's performance on phonological awareness tasks and subsequent early reading acquisition.
Aims: The study investigated the following research questions. (1) Do preschool children with moderate or severe speech impairment show persistent difficulty on tasks designed to tap underlying phonological representations? (2) What is the relationship between performance on phonological representation tasks and measures of speech production, phonological awareness and early print decoding?
Methods & Procedures: Utilizing a longitudinal design, the performance of nine children (aged 3;09-5;03 years at initial assessment) with moderate or severe speech impairment and of 17 children of the same age with typical speech development were assessed on three occasions over a 12-month period. Assessments included receptive-based tasks designed to tap underlying phonological representations, speech production and phonological awareness measures.
Outcomes & Results: Children with speech impairment had greater difficulty judging correct and incorrect productions of words, and had difficulty in reflecting on the accuracy of newly learned non-words. Moderate correlations were observed between performance on phonological representation and phonological awareness tasks.
Conclusions: Poorly specified underlying phonological representations will result in difficulties during listening, speaking and phonological awareness tasks, as well as create additional challenges during the decoding of written words for some children. |
doi_str_mv | 10.1080/13682820600806672 |
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Aims: The study investigated the following research questions. (1) Do preschool children with moderate or severe speech impairment show persistent difficulty on tasks designed to tap underlying phonological representations? (2) What is the relationship between performance on phonological representation tasks and measures of speech production, phonological awareness and early print decoding?
Methods & Procedures: Utilizing a longitudinal design, the performance of nine children (aged 3;09-5;03 years at initial assessment) with moderate or severe speech impairment and of 17 children of the same age with typical speech development were assessed on three occasions over a 12-month period. Assessments included receptive-based tasks designed to tap underlying phonological representations, speech production and phonological awareness measures.
Outcomes & Results: Children with speech impairment had greater difficulty judging correct and incorrect productions of words, and had difficulty in reflecting on the accuracy of newly learned non-words. Moderate correlations were observed between performance on phonological representation and phonological awareness tasks.
Conclusions: Poorly specified underlying phonological representations will result in difficulties during listening, speaking and phonological awareness tasks, as well as create additional challenges during the decoding of written words for some children.</description><identifier>ISSN: 1368-2822</identifier><identifier>EISSN: 1460-6984</identifier><identifier>DOI: 10.1080/13682820600806672</identifier><identifier>PMID: 17365095</identifier><identifier>CODEN: IJLDFI</identifier><language>eng</language><publisher>Oxford, UK: Informa UK Ltd</publisher><subject>Biological and medical sciences ; Child clinical studies ; Child, Preschool ; Decoding (Reading) ; Early Reading ; Female ; Humans ; Language and communication disorders ; Long Term Memory ; Longitudinal Studies ; Male ; Medical sciences ; Memory ; phonological awareness ; phonological representation ; Phonology ; Preschool Children ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Reading ; Reading Difficulties ; Reading Skills ; Speech - physiology ; Speech Articulation Tests ; Speech Discrimination Tests ; Speech Disorders - psychology ; speech impairment ; Speech Impairments ; Speech Perception - physiology</subject><ispartof>International journal of language & communication disorders, 2007-03, Vol.42 (2), p.229-250</ispartof><rights>2007 Informa UK Ltd All rights reserved: reproduction in whole or part not permitted 2007</rights><rights>2007 Royal College of Speech & Language Therapists</rights><rights>2007 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5185-efab4c91c5a976bb5700d2a7e447c7f14a6d745584a981036b652318e61a51fc3</citedby><cites>FETCH-LOGICAL-c5185-efab4c91c5a976bb5700d2a7e447c7f14a6d745584a981036b652318e61a51fc3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.tandfonline.com/doi/pdf/10.1080/13682820600806672$$EPDF$$P50$$Ginformahealthcare$$H</linktopdf><linktohtml>$$Uhttps://www.tandfonline.com/doi/full/10.1080/13682820600806672$$EHTML$$P50$$Ginformahealthcare$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575,61221,61402</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ764343$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=18554136$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/17365095$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Sutherland, Dean</creatorcontrib><creatorcontrib>Gillon, Gail T.</creatorcontrib><title>Development of phonological representations and phonological awareness in children with speech impairment</title><title>International journal of language & communication disorders</title><addtitle>Int J Lang Commun Disord</addtitle><description>Background: Children with speech impairment are more likely to have difficulty learning to read compared with children with typical speech development. Researchers have hypothesized that a difficulty in accessing good-quality phonological representations of words stored in the memory may constrain these children's performance on phonological awareness tasks and subsequent early reading acquisition.
Aims: The study investigated the following research questions. (1) Do preschool children with moderate or severe speech impairment show persistent difficulty on tasks designed to tap underlying phonological representations? (2) What is the relationship between performance on phonological representation tasks and measures of speech production, phonological awareness and early print decoding?
Methods & Procedures: Utilizing a longitudinal design, the performance of nine children (aged 3;09-5;03 years at initial assessment) with moderate or severe speech impairment and of 17 children of the same age with typical speech development were assessed on three occasions over a 12-month period. Assessments included receptive-based tasks designed to tap underlying phonological representations, speech production and phonological awareness measures.
Outcomes & Results: Children with speech impairment had greater difficulty judging correct and incorrect productions of words, and had difficulty in reflecting on the accuracy of newly learned non-words. Moderate correlations were observed between performance on phonological representation and phonological awareness tasks.
Conclusions: Poorly specified underlying phonological representations will result in difficulties during listening, speaking and phonological awareness tasks, as well as create additional challenges during the decoding of written words for some children.</description><subject>Biological and medical sciences</subject><subject>Child clinical studies</subject><subject>Child, Preschool</subject><subject>Decoding (Reading)</subject><subject>Early Reading</subject><subject>Female</subject><subject>Humans</subject><subject>Language and communication disorders</subject><subject>Long Term Memory</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Memory</subject><subject>phonological awareness</subject><subject>phonological representation</subject><subject>Phonology</subject><subject>Preschool Children</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Reading</subject><subject>Reading Difficulties</subject><subject>Reading Skills</subject><subject>Speech - physiology</subject><subject>Speech Articulation Tests</subject><subject>Speech Discrimination Tests</subject><subject>Speech Disorders - psychology</subject><subject>speech impairment</subject><subject>Speech Impairments</subject><subject>Speech Perception - physiology</subject><issn>1368-2822</issn><issn>1460-6984</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2007</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqFkc1u1DAUhS0Eou3AAyAhlA3sAnbivxGrKlMK1aiAVMTScpwb4pLYwc4w7dvjUaJWCImu7Kvz3WPrHIReEPyWYInfkZLLQhaY4zRxLopH6JhQjnO-lvRxuic9T0BxhE5ivMYYF4SRp-iIiJIzvGbHyG7gN_R-HMBNmW-zsfPO9_6HNbrPAowBYlL0ZL2LmXbN34De6wAOYsysy0xn-yaN2d5OXRZHANNldhi1DQf3Z-hJq_sIz5dzhb59OLuqPubbz-efqtNtbhiRLIdW19SsiWF6LXhdM4FxU2gBlAojWkI1bwRlTFK9lgSXvOasKIkETjQjrSlX6M3sOwb_awdxUoONBvpeO_C7qCTjkhDGHwQFLlKk8gCSGTTBxxigVWOwgw63imB1KEL9U0TaebWY7-oBmvuNJfkEvF4AHVOUbdDO2HjPScZosk3cy5mDYM2dfHYhOC1pmWQ-y3vbw-3DH1MX22rD5eH9fF60cYKbu0UdfiouSsHU98tzdfX1y6aoqsvks0LvF961Pgy6A91PnUn9q2u_Cy5V-p84_gCvNstV</recordid><startdate>200703</startdate><enddate>200703</enddate><creator>Sutherland, Dean</creator><creator>Gillon, Gail T.</creator><general>Informa UK Ltd</general><general>Blackwell Publishing Ltd</general><general>Taylor & Francis, Ltd</general><general>Informa</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>8BM</scope><scope>7T9</scope></search><sort><creationdate>200703</creationdate><title>Development of phonological representations and phonological awareness in children with speech impairment</title><author>Sutherland, Dean ; Gillon, Gail T.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5185-efab4c91c5a976bb5700d2a7e447c7f14a6d745584a981036b652318e61a51fc3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2007</creationdate><topic>Biological and medical sciences</topic><topic>Child clinical studies</topic><topic>Child, Preschool</topic><topic>Decoding (Reading)</topic><topic>Early Reading</topic><topic>Female</topic><topic>Humans</topic><topic>Language and communication disorders</topic><topic>Long Term Memory</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Memory</topic><topic>phonological awareness</topic><topic>phonological representation</topic><topic>Phonology</topic><topic>Preschool Children</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>Reading</topic><topic>Reading Difficulties</topic><topic>Reading Skills</topic><topic>Speech - physiology</topic><topic>Speech Articulation Tests</topic><topic>Speech Discrimination Tests</topic><topic>Speech Disorders - psychology</topic><topic>speech impairment</topic><topic>Speech Impairments</topic><topic>Speech Perception - physiology</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sutherland, Dean</creatorcontrib><creatorcontrib>Gillon, Gail T.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>ComDisDome</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>International journal of language & communication disorders</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sutherland, Dean</au><au>Gillon, Gail T.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ764343</ericid><atitle>Development of phonological representations and phonological awareness in children with speech impairment</atitle><jtitle>International journal of language & communication disorders</jtitle><addtitle>Int J Lang Commun Disord</addtitle><date>2007-03</date><risdate>2007</risdate><volume>42</volume><issue>2</issue><spage>229</spage><epage>250</epage><pages>229-250</pages><issn>1368-2822</issn><eissn>1460-6984</eissn><coden>IJLDFI</coden><abstract>Background: Children with speech impairment are more likely to have difficulty learning to read compared with children with typical speech development. Researchers have hypothesized that a difficulty in accessing good-quality phonological representations of words stored in the memory may constrain these children's performance on phonological awareness tasks and subsequent early reading acquisition.
Aims: The study investigated the following research questions. (1) Do preschool children with moderate or severe speech impairment show persistent difficulty on tasks designed to tap underlying phonological representations? (2) What is the relationship between performance on phonological representation tasks and measures of speech production, phonological awareness and early print decoding?
Methods & Procedures: Utilizing a longitudinal design, the performance of nine children (aged 3;09-5;03 years at initial assessment) with moderate or severe speech impairment and of 17 children of the same age with typical speech development were assessed on three occasions over a 12-month period. Assessments included receptive-based tasks designed to tap underlying phonological representations, speech production and phonological awareness measures.
Outcomes & Results: Children with speech impairment had greater difficulty judging correct and incorrect productions of words, and had difficulty in reflecting on the accuracy of newly learned non-words. Moderate correlations were observed between performance on phonological representation and phonological awareness tasks.
Conclusions: Poorly specified underlying phonological representations will result in difficulties during listening, speaking and phonological awareness tasks, as well as create additional challenges during the decoding of written words for some children.</abstract><cop>Oxford, UK</cop><pub>Informa UK Ltd</pub><pmid>17365095</pmid><doi>10.1080/13682820600806672</doi><tpages>22</tpages></addata></record> |
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subjects | Biological and medical sciences Child clinical studies Child, Preschool Decoding (Reading) Early Reading Female Humans Language and communication disorders Long Term Memory Longitudinal Studies Male Medical sciences Memory phonological awareness phonological representation Phonology Preschool Children Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Reading Reading Difficulties Reading Skills Speech - physiology Speech Articulation Tests Speech Discrimination Tests Speech Disorders - psychology speech impairment Speech Impairments Speech Perception - physiology |
title | Development of phonological representations and phonological awareness in children with speech impairment |
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