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KMID : 1036820170220020318
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Communication Sciences & Disorders
2017 Volume.22 No. 2 p.318 ~ p.327
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Phonological Awareness and Vocabulary Characteristics of Children with Speech Sound Disorders
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Seo Eun-Young
Ko Yoo-Kyeong
Oh Gyung-Ah
Kim Soo-Jin
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Abstract
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Objectives: Phonological awareness (PA) skills and vocabulary knowledge are known to be significant predictors of later reading and literacy skills. There have been inconsistent reports about PA, characteristics of vocabulary, and their influences on literacy for children with speech sound disorders (SSD). The aim of this study is to investigate whether there are any differences in PA and vocabulary skills between SSD children and typically developing children (TD).
Methods: The subjects were 24 TD children and 24 SSD children between 5 and 6 years old. These children were tested on articulation ability (percentage of correct consonants [PCC]), PA, and vocabulary skills.
Results: The results are as follows. First, statistically significant differences were found in PA and vocabulary skills between age groups and SSD/TD groups. Second, PA skills had a stronger correlation with vocabulary knowledge than articulation ability (PCC). Thirty-three percent of SSD children showed delay in both PA and vocabulary. Sixteen percent of SSD children showed delay in phonological awareness only, and 16% of SSD showed delay in vocabulary skills only. Lastly, 33% of SSD children were considered to be pure SSD with no delay in any tested area.
Conclusion: The researchers suggest that differential evaluation and intervention are crucial for SSD children with accompanying difficulties in PA and vocabulary skills. For SSD children with delay in PA and/or vocabulary skills, direct intervention and continued monitoring of early literacy skills should be required to prevent potential future literacy difficulties.
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KEYWORD
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Speech sound disorder, Phonological awareness, Vocabulary, Literacy skill
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