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Speech perception in the Specific Learning Disorder with and without Persistent Speech Sound Disorder.

Mariana Martins Appezzato¹, Clara Regina Brandão de Avila^1,2

¹Programa de Pós-graduação em Distúrbios da Comunicação Humana, Escola Paulista de Medicina - EPM, Universidade Federal de São Paulo - UNIFESP - São Paulo (SP), Brasil.

|October 9, 2024

Summary

Speech perception skills can differentiate children with Specific Reading Disorders (SRD) and Persistent Speech Sound Disorders (PSSD). Children with both SRD and PSSD performed significantly worse on non-word perception tasks.

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Area of Science:

Developmental psychology
Speech-language pathology
Educational psychology

Background:

Specific Reading Disorders (SRD) impact reading acquisition.
Persistent Speech Sound Disorders (PSSD) affect speech articulation.
The relationship between SRD and PSSD in school-aged children requires further investigation.

Purpose of the Study:

To determine if speech perception abilities can differentiate school children with SRD who also have PSSD from those with SRD alone.
To explore the impact of co-occurring PSSD on speech perception skills in children with SRD.

Main Methods:

80 children across grades 2-6 were assessed.
Participants included a control group (CG), SRD group without PSSD (RGI), and SRD group with PSSD (RGII).
Auditory processing and non-word perception (DNPLS) were evaluated; data analyzed using statistical tests and ROC curve analysis.

Main Results:

Children with SRD and PSSD (RGII) scored significantly lower on non-word perception than controls (CG) and SRD without PSSD (RGI).
No significant difference was found between CG and RGI in non-word perception.
A threshold of <30.5 correct answers on the non-word task identified children with SRD and PSSD.

Conclusions:

Non-word discrimination effectively differentiates school-aged children with SRD and PSSD from typical children.
The presence of PSSD exacerbates speech perception difficulties in children with SRD.
The findings suggest PSSD is a significant factor influencing speech perception in children with reading disorders.