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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
Published on: January 23, 2017
Beyond Sounds: Decoding Speech Errors and Phonological Awareness in Preschoolers.
Françoise Brosseau-Lapré1, Elizabeth Roepke2
1Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN.
Perspectives of the ASHA Special Interest Groups
|July 8, 2026
Summary
Children with speech sound disorders (SSD) often have phonological awareness (PA) deficits, especially those with omission errors. Early assessment and intervention by speech-language pathologists are crucial for literacy development.
Area of Science:
- Speech-Language Pathology
- Developmental Psychology
- Pediatric Audiology
Background:
- Speech sound disorders (SSD) are common in preschoolers.
- Phonological awareness (PA) is a critical precursor to literacy acquisition.
- The relationship between SSD and PA skills requires further elucidation.
Purpose of the Study:
- To describe the phonological awareness (PA) skills in children with speech sound disorders (SSD).
- To investigate the relationship between specific speech error types and PA strengths/weaknesses in children with SSD.
Main Methods:
- Utilized three case studies of preschoolers with SSD.
- Assessed heterogeneous speech and preliteracy skills.
Main Results:
- Children with more atypical and omission errors showed higher likelihood of PA deficits.
- Some children with substitution errors and those with resolved SSD also exhibited PA weaknesses.
- Significant heterogeneity in speech and preliteracy skills was observed.
Conclusions:
- High prevalence of PA difficulties in children with SSD necessitates early screening and intervention.
- Speech-language pathologists play a vital role in assessing and addressing preliteracy skills in children with SSD.
- Targeted intervention for phonological processing can facilitate later literacy acquisition.
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