Diagnosing inconsistent phonological disorder: quantitative and qualitative measures.

Studies of children's consistency of word production allow identification of speech sound disorder. Inconsistent errors are reported for two groups of children: (CAS) due to difficulty with the motoric precision and consistency of speech movements; and (IPD) attributed to impaired phonological planning. This paper describes the inconsistent productions of children with IPD in comparison to typically developing children.

Phonological awareness and language intervention in preschoolers from low socio-economic backgrounds: a longitudinal investigation.

This study examines the literacy outcomes for children from socially disadvantaged backgrounds who had received specific whole-class phonological awareness (PA) and language intervention in preschool. The participants were 57 children who had been involved in the original intervention study. Their PA skills, letter-sound knowledge, real word and non-word spelling and reading comprehension were assessed in Grade 2.

Two-year-old phonology: impact of input, motor and cognitive abilities on development.

Previous research has rarely compared the contributions of different underlying abilities to phonological acquisition. In this study, the auditory-visual speech perception, oro-motor and rule abstraction skills of 62 typically developing two-year olds were assessed and contrasted with the accuracy of their spoken phonology. Measures included auditory-visual speech perception, production of isolated and sequenced oro-motor movements, and verbal and non-verbal rule abstraction.

The input processing, cognitive linguistic and oro-motor skills of children with speech difficulty.

Children with speech difficulty of no known etiology are a heterogeneous group. While speech errors are often attributed to auditory processing or oro-motor skill, an alternative proposal is a cognitive-linguistic processing difficulty. Research studies most often focus on only one of these aspects of the speech processing chain.

The impact of selecting different contrasts in phonological therapy.

Previous research indicates that the extent of progress made by children with phonological disorders depends upon the nature of the word pairs contrasted in therapy. For example, phonemes that differ maximally in terms of place, manner, voicing and sound class (e.g.

Two-year-olds' phonological acquisition: Normative data.

The study reported evaluated an assessment of phonology for 2-year-olds to establish normative data and determine if early identification of children with speech difficulties is possible. The study evaluated 62 2-year-old children on the Toddler Phonology Test (TPT). Children produced 32 words, spontaneously or in imitation.

Perception of the auditory-visual illusion in speech perception by children with phonological disorders.

An example of the auditory-visual illusion in speech perception, first described by McGurk and MacDonald, is the perception of [ta] when listeners hear [pa] in synchrony with the lip movements for [ka]. One account of the illusion is that lip-read and heard speech are combined in an articulatory code since people who mispronounce words respond differently from controls on lip-reading tasks. A same-different judgment task assessing perception of the illusion showed no difference in performance between controls and children with speech difficulties.