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Phonological Awareness and Executive...

Fox, Angela Marie.

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Phonological Awareness and Executive Function in Children with Speech Sound Impairment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Phonological Awareness and Executive Function in Children with Speech Sound Impairment./
作者:	Fox, Angela Marie.
面頁冊數:	94 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: B.
Contained By:	Dissertation Abstracts International76-09B(E).
標題:	Speech therapy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3701775
ISBN:	9781321726480

Phonological Awareness and Executive Function in Children with Speech Sound Impairment.
Fox, Angela Marie.

Phonological Awareness and Executive Function in Children with Speech Sound Impairment. - 94 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: B.

Thesis (Ph.D.)--Arizona State University, 2015.

This item must not be sold to any third party vendors.

A substantial amount of research demonstrates that preschoolers' phonological awareness skills are a robust predictor of children's later decoding ability. Several investigators examined performance of children with speech sound impairment (SSI), defined as inaccurate production of speech sounds in the absence of any etiology or communication impairment, on phonological awareness tasks. Investigators found that children with SSI scored below their typically developing peers (TD) on phonological awareness tasks. In contrast, others found no differences between groups. It seems likely that differences in findings regarding phonological awareness skills among children with SSI is the fact that there is considerable heterogeneity among children with SSI (i.e., speech errors can either be a phonological or articulation). Phonology is one component of a child's language system and a phonological impairment (SSI-PI) is evident when patterns of deviations of speech sounds are exhibited in a language system. Children with an articulation impairment (SSI-AI) produce speech sound errors that are affected by the movements of the articulators, not sound patterns. The purpose of the study was to examine whether or not children with SSI-PI are at greater risk for acquiring phonological awareness skills than children with SSI-AI. Furthermore, the phonological awareness skills of children with SSI-PI and SSI-AI were compared to those of their typical peers. In addition, the role of executive function as well as the influence of phonological working memory on phonological awareness task performance was examined.

ISBN: 9781321726480Subjects--Topical Terms:

520446
Speech therapy.

Phonological Awareness and Executive Function in Children with Speech Sound Impairment.
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500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: B.
500 $a Adviser: M. Jeanne Wilcox.
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520 $a A substantial amount of research demonstrates that preschoolers' phonological awareness skills are a robust predictor of children's later decoding ability. Several investigators examined performance of children with speech sound impairment (SSI), defined as inaccurate production of speech sounds in the absence of any etiology or communication impairment, on phonological awareness tasks. Investigators found that children with SSI scored below their typically developing peers (TD) on phonological awareness tasks. In contrast, others found no differences between groups. It seems likely that differences in findings regarding phonological awareness skills among children with SSI is the fact that there is considerable heterogeneity among children with SSI (i.e., speech errors can either be a phonological or articulation). Phonology is one component of a child's language system and a phonological impairment (SSI-PI) is evident when patterns of deviations of speech sounds are exhibited in a language system. Children with an articulation impairment (SSI-AI) produce speech sound errors that are affected by the movements of the articulators, not sound patterns. The purpose of the study was to examine whether or not children with SSI-PI are at greater risk for acquiring phonological awareness skills than children with SSI-AI. Furthermore, the phonological awareness skills of children with SSI-PI and SSI-AI were compared to those of their typical peers. In addition, the role of executive function as well as the influence of phonological working memory on phonological awareness task performance was examined.
520 $a Findings indicate that the SSI-PI group performed more poorly on an assessment of phonological awareness skills than the SSI-AI and TD groups. The SSI-PI group performed significantly more poorly on tasks of executive function and phonological working memory than the TD group. The results of this study support the hypothesis that children with SSI-PI may be more vulnerable to difficulties in reading than children with SSI-AI and children with TD.
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