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[Phonological sensitivity to rhyme and alliteration in preschoolers with phonological disorder]
Ranilde Cristiane Cavalcante Costa1, Thaís Nobre Uchôa Souza, Clara Regina Brandão de Avila
1Programa de Pós-graduação (Mestrado) em Distúrbios da Comunicação Humana, Universidade Federal de São Paulo – UNIFESP – São Paulo (SP), Brasil. ranilde@yahoo.com.br
Insights
Preschoolers with phonological disorder struggle with phonological sensitivity tasks. Both children with and without phonological disorder performed better on alliteration tasks compared to rhyme tasks.
Area of Science:
- Linguistics
- Speech-Language Pathology
- Developmental Psychology
Context:
- Phonological disorder affects speech sound development in young children.
- Metaphonological skills are crucial for literacy acquisition.
- Early identification of phonological difficulties is essential for intervention.
Purpose:
- To evaluate metaphonological skills in preschool children with phonological disorder.
- To compare performance on rhyme and alliteration tasks (identification and production).
- To assess phonological sensitivity in children with and without phonological disorder.
Summary:
- Children with phonological disorder demonstrated lower phonological sensitivity compared to peers with typical speech development.
- Both groups performed better on alliteration tasks than rhyme tasks.
- Alliteration production was the easiest task, while rhyme production was the most challenging.
Impact:
- Highlights specific areas of difficulty for children with phonological disorder.
- Informs targeted interventions for improving phonological awareness.
- Provides insights into the development of metaphonological skills in early childhood.
Purpose:
To characterize the performance of a group of preschool children with phonological disorder in metaphonological tasks of identification and production of rhyme and alliteration.
Methods:
Participants were 56 preschool children of both genders, with ages between 4 years and 0 months and 6 years and 11 months, distributed into: Research Group, comprising 28 preschoolers with phonological disorder, and Comparison Group, comprising 28 preschool children with normal speech and no complaints related to oral communication. The following testes were applied: Child Language Test ABFW - Phonology, tasks of identification and product ion of rhymes and alliteration of the Phonological Awareness Test: Instrument of Sequential Assessment - CONFIAS. Data were statistically analyzed.
Results:
Preschoolers with phonological disorder had worse overall phonological sensitivity performance. In both groups, children had better scores with the segment of alliteration, and there was no difference in performance between the tasks of identification and production. With rhyme segments, preschoolers showed better performance in the identification task, while with alliteration segments they showed better performance in the production task. Rhyme production was the most difficult task, and alliteration production was the easiest.
Conclusion:
Preschoolers with phonological disorder showed worse performance in phonological sensitivity than children with normal speech. However, both groups showed better performance with the alliteration segment, and showed no differences between identification and production tasks.
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