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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

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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.

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Last Updated: Jul 9, 2026

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Published on: July 1, 2015

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.