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Longitudinal predictors of implicit phonological awareness skills
1Communication Sciences and Disorders, McGill University, 1266 Pine Avenue West, Montréal, Quebec, Canada H3G 1A8. susan.rvachew@mcgill.ca
American Journal of Speech-Language Pathology
|June 20, 2006
Summary
Early speech perception and vocabulary skills in preschoolers with speech-sound disorders predict later phonological awareness. Articulation skills did not show a similar predictive relationship.
Area of Science:
- Child language development
- Speech-language pathology
- Developmental psychology
Background:
- Children with speech-sound disorders often experience challenges with phonological awareness.
- Understanding predictive factors for phonological awareness is crucial for early intervention.
Purpose of the Study:
- To investigate longitudinal relationships between speech perception, vocabulary, articulation, and phonological awareness in preschoolers with speech-sound disorders.
- To determine if early skills predict later phonological awareness development over a one-year period.
Main Methods:
- Longitudinal study of 47 prekindergarten children with speech-sound disorders.
- Assessment of speech perception, vocabulary, articulation, and phonological awareness at prekindergarten and kindergarten entry.
- Hierarchical multiple regression analysis to examine predictive relationships.
Main Results:
- Prekindergarten speech perception and receptive vocabulary significantly predicted unique variance in kindergarten phonological awareness.
- Prekindergarten articulation skills did not predict unique variance in phonological awareness at the kindergarten level.
- Prekindergarten speech perception also predicted kindergarten articulation skills.
Conclusions:
- Targeting speech perception and vocabulary development in early education may enhance phonological awareness in children with speech-sound disorders.
- Early intervention focusing on these foundational skills can support school readiness and literacy development.
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