Skills Associated With Atypical Phonological Errors in English: A Scoping Review

Area of Science:

• Speech-Language Pathology
• Developmental Psychology
• Linguistics

Background:

• Clinicians infrequently consider phonological error types in speech sound disorder assessments.
• Research indicates differences in related skills between children with typical and atypical phonological errors.
• Understanding these differences is crucial for effective clinical decision-making.

Purpose of the Study:

• To conduct a scoping review of skills related to typical versus atypical phonological errors in English-speaking children.
• To map current knowledge on these related skills.
• To summarize evidence for clinical practice regarding atypical phonological errors.

Main Methods:

• Systematic database search (PubMed, Scopus, APA PsycInfo) for peer-reviewed studies (1985-2023).
• Inclusion of studies reporting on related skills for both typical and atypical phonological errors.
• Adherence to Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines.

Main Results:

• Twenty-seven studies were analyzed, categorized into six themes.
• Atypical errors, unlike typical errors, correlated with persistent speech errors.
• Emergent literacy (especially phonological awareness) and executive function difficulties were common in atypical errors.
• Motor skills were comparable between groups; more research is needed for speech perception, auditory processing, and language skills.

Conclusions:

• Children with atypical phonological errors exhibit unique strengths and weaknesses in related skills.
• These children may benefit from targeted phonological awareness and early literacy assessments.
• Interventions focusing on phonological awareness and early literacy are suggested for children with atypical phonological errors.