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Speech development patterns and phonological awareness in preschool children

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Abstract

To examine the association between speech production and early literacy skills, this study of 102 preschool children looked at phonological awareness in relation to whether children were delayed, typical, or advanced in their articulation of consonants. Using a developmental typology inspired by some of the literature on speech development (Kahn and Lewis, The Kahn-Lewis phonological analysis, 1986; Shriberg, Journal of Speech and Hearing Research 36(1):105–140, 1993a), we found that failure to master the early-8 consonants and a greater prevalence of certain types of production errors were associated with deficient phonological awareness. We also found that children who made no consonant errors had advanced phonological awareness relative to other children in the sample. In all cases, both productive speech patterns and speech errors were more closely linked with rhyme awareness than with phoneme awareness. The association between speech production and rhyme awareness may provide some new directions for the early preschool assessment of risk for reading problems.

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Notes

  1. It is important to note that Porter and Hodson used the APP-R analysis procedure for scoring speech production errors. This procedure “allows credit for productions within phoneme boundaries” (p.169), which would allow scoring the use of /s/ for /z/ or as correct, although the error pattern analysis would categorize this production as a “substitution within phoneme classes” (see below). The /θ/, /ð/, and /h/ phonemes, as well as the affricates were not examined in the Porter and Hodson study.

  2. Phonemes in English are classified along three dimensions: manner, place, and voicing. Substitutions involving voicing are not considered atypical for two primary reasons: judgments about voicing vary with context, and consonant devoicing is considered a characteristic of developing speech (Shriberg & Kent, 1995, p.79).

  3. In order for a child to be classified as bilingual, the teacher or the parent had to report that the child spoke this language primarily at home and was somewhat fluent in this language. All of these children were also fluent in English.

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Acknowledgments

The authors wish to thank the children and their parents who participated in this study, and the preschool administrators who made the research possible. The authors also gratefully acknowledge the assistance with testing, scoring, and reliability assessments of the following Loyola Marymount University students: Aqila Blakey, Jessica Flores, Noemi Mai, and Elva Rios.

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Correspondence to Virginia A. Mann.

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This manuscript was peer reviewed, processed and accepted under the editorship of the immediate past editor Dr. Che Kan Leong.

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Mann, V.A., Foy, J.G. Speech development patterns and phonological awareness in preschool children. Ann. of Dyslexia 57, 51–74 (2007). https://doi.org/10.1007/s11881-007-0002-1

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