|
KMID : 1036820180230020425
|
|
Communication Sciences & Disorders
2018 Volume.23 No. 2 p.425 ~ p.435
|
|
|
Phonological Awareness in Terms of Stimulus Presentation and Syllable Position in Children with Speech Sound Disorders and Typically Developing Children
|
|
Choi Yu-Mi
Ha Seung-Hee
|
|
|
Abstract
|
|
|
Objectives: This study aims to compare the performance of phonological awareness tasks according to stimuli presentation methods and syllable positions in children with speech sound disorders (SSD) and typically developing children.
Methods: Sixteen children with SSD and 16 typically developing children participated in the study. Three-syllable words were presented using auditory and visual stimuli and the children were asked to identify the first and final syllable in each word. For the auditory stimuli, each test word was presented only with oral speech. For the visual stimuli, each test word was presented as a picture, and children were asked to choose appropriate pictures for the task.
Results: The results indicated that children with SSD showed significantly lower performances than typically developing children. When tasks were presented visually, both groups showed significantly higher phonological awareness skills in the visual stimuli condition than the auditory stimuli condition. Also, both groups showed significantly higher phonological awareness skills in first syllable identification than final syllable identification. There was also a significant interaction between stimuli presentation methods and syllable positions.
Conclusion: This study suggests that children with SSD may have limitations in phonological awareness skills, which can be different depending on the methods of stimulus presenta-tion and syllable position of the tasks. The comparison of performances between visual and auditory stimulus tasks will help identify where children may show weaknesses and vulnerabilities in the speech production process. This study suggests that evaluation and intervention on phonological awareness skills are needed for children with SSD.
|
|
|
KEYWORD
|
|
|
Speech sound disorder, Phonological awareness, Auditory stimuli, Visual picture stimuli, Syllable position
|
|
|
FullTexts / Linksout information
|
|
|
|
|
|
Listed journal information
|
|
|