TY - JOUR
T1 - Sequencing Deficits and Phonological Speech Errors, But Not Articulation Errors, Predict Later Literacy Skills
AU - Boada, Katheryn L.
AU - Boada, Richard
AU - Pennington, Bruce F.
AU - Peterson, Robin L.
N1 - Publisher Copyright:
© 2022 American Speech-Language-Hearing Association.
PY - 2022/6
Y1 - 2022/6
N2 - Purpose: Speech sound disorder (SSD) in conjunction with a language disorder has been associated with poor literacy acquisition; however, no study has eval-uated whether articulation, phonological, or sequencing skills are differentially related to reading skills. Therefore, this study examined the relationship between speech error types at ages 5–6 years and literacy at ages 7–9 years. Phonological errors were hypothesized to predict phonological awareness (PA) and literacy even while accounting for other speech error types and language skills. Method: One hundred twenty-three children, 86 with a history of speech impair-ment, completed a battery of speech, language, and literacy tests at ages 5– 6 years and again at ages 7–9 years. Speech production at ages 5–6 years was analyzed, and indices of articulation errors, phonological errors, and sequencing deficits were obtained. The relationships of these error types to concurrent language and preliteracy skills and to later literacy outcomes were assessed. Results: As expected, phonological, but not articulation, errors at ages 5– 6 years predicted concurrent PA and letter knowledge, as well as literacy at ages 7–9 years, even while accounting for language skills. Surprisingly, of all the error types, sequencing deficits showed the strongest relationship with PA (ages 5–6 years) and literacy (ages 7–9 years). Conclusions: These results suggest that some components of SSD uniquely predict preliteracy and literacy skills, even when controlling for language ability. Future investigations should examine further the association between sequencing deficits and literacy skills, test whether observed relationships hold at younger ages, and evaluate the efficacy of integrating literacy interventions into speech therapy to reduce later reading difficulties.
AB - Purpose: Speech sound disorder (SSD) in conjunction with a language disorder has been associated with poor literacy acquisition; however, no study has eval-uated whether articulation, phonological, or sequencing skills are differentially related to reading skills. Therefore, this study examined the relationship between speech error types at ages 5–6 years and literacy at ages 7–9 years. Phonological errors were hypothesized to predict phonological awareness (PA) and literacy even while accounting for other speech error types and language skills. Method: One hundred twenty-three children, 86 with a history of speech impair-ment, completed a battery of speech, language, and literacy tests at ages 5– 6 years and again at ages 7–9 years. Speech production at ages 5–6 years was analyzed, and indices of articulation errors, phonological errors, and sequencing deficits were obtained. The relationships of these error types to concurrent language and preliteracy skills and to later literacy outcomes were assessed. Results: As expected, phonological, but not articulation, errors at ages 5– 6 years predicted concurrent PA and letter knowledge, as well as literacy at ages 7–9 years, even while accounting for language skills. Surprisingly, of all the error types, sequencing deficits showed the strongest relationship with PA (ages 5–6 years) and literacy (ages 7–9 years). Conclusions: These results suggest that some components of SSD uniquely predict preliteracy and literacy skills, even when controlling for language ability. Future investigations should examine further the association between sequencing deficits and literacy skills, test whether observed relationships hold at younger ages, and evaluate the efficacy of integrating literacy interventions into speech therapy to reduce later reading difficulties.
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U2 - 10.1044/2022_JSLHR-21-00241
DO - 10.1044/2022_JSLHR-21-00241
M3 - Article
C2 - 35472280
AN - SCOPUS:85131771330
SN - 1092-4388
VL - 65
SP - 2081
EP - 2097
JO - Journal of Speech, Language, and Hearing Research
JF - Journal of Speech, Language, and Hearing Research
IS - 6
ER -