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Characterizing knowledge deficits in phonological disorders
J Edwards1, M Fourakis, M E Beckman
1Department of Speech and Hearing Science, The Ohio State University, Columbus 43210, USA. edwards.212@osu.edu
Journal of Speech, Language, and Hearing Research : JSLHR
|February 20, 1999
Summary
Children with phonological disorders struggle with both understanding speech sounds and producing them. This study reveals multifaceted phonological knowledge deficits in these children.
Area of Science:
- Linguistics
- Speech-Language Pathology
- Developmental Psychology
Background:
- Phonological competence is crucial for language development.
- Existing measures of phonological knowledge may lack granularity.
- A representation-based approach emphasizes underlying knowledge structures.
Purpose of the Study:
- To investigate nonsymbolic phonological knowledge in preschool children.
- To examine both perceptual and production aspects of phonological competence.
- To compare children with and without phonological disorders.
Main Methods:
- Utilized gating and noise-center tasks to assess perceptual knowledge.
- Analyzed spectral and temporal measures of consonant-vowel (CV) sequences for production knowledge.
- Included 6 preschool children with phonological disorders and 6 typically developing peers.
Main Results:
- Children with phonological disorders recognized significantly fewer words in perceptual tasks.
- Distinct group differences were observed in production measures, like transition slope values.
- These production differences suggest less controlled articulatory gestures in children with disorders.
Conclusions:
- Phonological knowledge is complex and comprises multiple facets.
- Deficits at one level of phonological processing can correlate with weaker representations at others.
- Findings support a nuanced understanding of phonological disorders.
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