Morphosyntactic profiles among preschoolers with and without speech sound disorders.

The aim of the current study was to identify whether certain morphosyntactic constructs are more difficult for children with speech sound disorder than children with typical speech development. In this post-hoc study, we used chi-square analyses to identify group differences on individual questions on a standardised test of expressive morphosyntax. Participants included 80 preschool-age children, 40 with typical speech and language development (TD), and 40 with speech sound disorder and typical language development (SSD).

Aqueous Co removal by mycogenic Mn oxides from simulated mining wastewaters.

Naturally occurring manganese (Mn) oxide minerals often form by microbial Mn(II) oxidation, resulting in nanocrystalline Mn(III/IV) oxide phases with high reactivity that can influence the uptake and release of many metals (e.g., Ni, Cu, Co, and Zn).

The Effect of Somatosensory Input on Word Recognition in Typical Children and Those With Speech Sound Disorder.

Purpose: Recent work suggests that speech perception is influenced by the somatosensory system and that oral sensorimotor disruption has specific effects on the perception of speech both in infants who have not yet begun to talk and in older children and adults with ample speech production experience; however, we do not know how such disruptions affect children with speech sound disorder (SSD). Response to disruption of would-be articulators during speech perception could reveal how sensorimotor linkages work for both typical and atypical speech and language development. Such linkages are crucial to advancing our knowledge on how both typically developing and atypically developing children produce and perceive speech.

Speech Error Variability and Phonological Awareness in Preschoolers.

Purpose: The purpose of this article was to investigate the relationship between speech error variability and phonological awareness.

Method: This article begins with a narrative review of the theoretical interpretation of speech error variability. The post hoc exploratory analysis of the relationship between speech error variability and phonological awareness included 40 children: 20 with typical speech and language and 20 with speech sound disorder and typical language.

Implementing Speech Perception and Phonological Awareness Intervention for Children With Speech Sound Disorders.

Purpose: Children with speech sound disorders have more difficulties producing speech sounds accurately than same-age peers. In addition, they often have difficulties with speech perception, and weaker phonological awareness skills than their peers and are at risk for negative long-term academic and socio-emotional outcomes. In this tutorial, we describe ways in which clinicians can target speech perception and/or phonological awareness within the context of speech production practice.