Benway Nina R, Garcia Kelly, Hitchcock Elaine, McAllister Tara, Leece Megan C, Wang Qiu, Preston Jonathan L
Department of Communication Sciences and Disorders, Syracuse University, NY.
Department of Communication Sciences and Disorders, Montclair State University, NJ.
J Speech Lang Hear Res. 2021 Feb 17;64(2):452-463. doi: 10.1044/2020_JSLHR-20-00356. Epub 2021 Jan 29.
Purpose Prior studies report conflicting descriptions of the relationships between phonological awareness (PA), vocabulary, and speech perception in preschoolers with speech disorders. This study sought to determine the nature of these relationships in a sample of school-aged children with residual speech sound errors affecting /ɹ/. Method Participants included 110 children aged 7;0-17;4 (years;months) with residual errors impacting /ɹ/. Data on perceptual acuity and perceptual bias in an /ɹ/ identification task, receptive vocabulary, and PA were obtained. A theoretically and empirically motivated path model was constructed with vocabulary mediating the relationship between two measures of speech perception and PA. Model parameters were determined through maximum likelihood estimation with standard errors that were robust to nonnormality. Monte Carlo simulation was used to examine achieved power at the current sample size. Results The saturated path model explained 19% of the variance in PA. The direct path between age-adjusted perceptual acuity and PA was significant, as was the direct path between vocabulary and PA. Contrary to our hypothesis, there was no evidence in the current sample that vocabulary skill mediated the relationship between speech perception and PA. Each individual path was adequately powered at the current sample size. Conclusions The overall model provided evidence for a continued relationship between speech perception, measured by perceptual acuity of the sound in error, and PA in school-aged children with residual speech errors. Thus, measures of speech perception remain relevant to the assessment of school-aged children and adolescents in this population. Supplemental Material https://doi.org/10.23641/asha.13641275.
目的 先前的研究对患有言语障碍的学龄前儿童的语音意识（PA）、词汇和言语感知之间的关系描述不一。本研究旨在确定在一组有影响 /ɹ/ 的残留语音错误的学龄儿童样本中这些关系的本质。方法 参与者包括110名年龄在7;0至17;4（岁;月）之间且有影响 /ɹ/ 的残留错误的儿童。获取了在 /ɹ/ 识别任务中的感知敏锐度和感知偏差、接受性词汇以及PA的数据。构建了一个理论和实证驱动的路径模型，其中词汇在言语感知的两个测量指标和PA之间的关系中起中介作用。通过最大似然估计确定模型参数，并给出对非正态性具有稳健性的标准误差。使用蒙特卡洛模拟来检验当前样本量下的功效。结果 饱和路径模型解释了PA中19%的方差。年龄调整后的感知敏锐度与PA之间的直接路径显著，词汇与PA之间的直接路径也显著。与我们的假设相反，在当前样本中没有证据表明词汇技能在言语感知和PA之间的关系中起中介作用。在当前样本量下，每条单独路径都有足够的功效。结论 总体模型为在有残留语音错误的学龄儿童中，以错误声音的感知敏锐度衡量的言语感知与PA之间的持续关系提供了证据。因此，言语感知测量对于该人群中学龄儿童和青少年的评估仍然具有相关性。补充材料 https://doi.org/10.23641/asha.13641275
