Costa Ranilde Cristiane Cavalcante, Souza Thaís Nobre Uchôa, Avila Clara Regina Brandão de
Programa de Pós-graduação (Mestrado) em Distúrbios da Comunicação Humana, Universidade Federal de São Paulo – UNIFESP – São Paulo (SP), Brasil.
J Soc Bras Fonoaudiol. 2011;23(2):129-34. doi: 10.1590/s2179-64912011000200009.
To characterize the performance of a group of preschool children with phonological disorder in metaphonological tasks of identification and production of rhyme and alliteration.
Participants were 56 preschool children of both genders, with ages between 4 years and 0 months and 6 years and 11 months, distributed into: Research Group, comprising 28 preschoolers with phonological disorder, and Comparison Group, comprising 28 preschool children with normal speech and no complaints related to oral communication. The following testes were applied: Child Language Test ABFW - Phonology, tasks of identification and product ion of rhymes and alliteration of the Phonological Awareness Test: Instrument of Sequential Assessment - CONFIAS. Data were statistically analyzed.
Preschoolers with phonological disorder had worse overall phonological sensitivity performance. In both groups, children had better scores with the segment of alliteration, and there was no difference in performance between the tasks of identification and production. With rhyme segments, preschoolers showed better performance in the identification task, while with alliteration segments they showed better performance in the production task. Rhyme production was the most difficult task, and alliteration production was the easiest.
Preschoolers with phonological disorder showed worse performance in phonological sensitivity than children with normal speech. However, both groups showed better performance with the alliteration segment, and showed no differences between identification and production tasks.
描述一组患有语音障碍的学龄前儿童在韵脚和首音的识别及生成的元语音任务中的表现。
参与者为56名男女学龄前儿童，年龄在4岁0个月至6岁11个月之间，分为：研究组，包括28名患有语音障碍的学龄前儿童；对照组，包括28名语音正常且无口腔交流相关主诉的学龄前儿童。应用了以下测试：儿童语言测试ABFW - 语音学、语音意识测试的韵脚和首音的识别及生成任务：顺序评估工具 - CONFIAS。对数据进行了统计分析。
患有语音障碍的学龄前儿童在整体语音敏感性表现上更差。在两组中，儿童在首音部分得分更高，识别任务和生成任务的表现没有差异。在韵脚部分，学龄前儿童在识别任务中表现更好，而在首音部分，他们在生成任务中表现更好。韵脚生成是最困难的任务，首音生成是最容易的任务。
患有语音障碍的学龄前儿童在语音敏感性方面的表现比语音正常的儿童更差。然而，两组在首音部分表现更好，且在识别任务和生成任务之间没有差异。
