Children's Hospital Colorado, Aurora.
University of Colorado Anschutz Medical Campus, Aurora.
J Speech Lang Hear Res. 2022 Jun 8;65(6):2081-2097. doi: 10.1044/2022_JSLHR-21-00241. Epub 2022 Apr 26.
Speech sound disorder (SSD) in conjunction with a language disorder has been associated with poor literacy acquisition; however, no study has evaluated whether articulation, phonological, or sequencing skills are differentially related to reading skills. Therefore, this study examined the relationship between speech error types at ages 5-6 years and literacy at ages 7-9 years. Phonological errors were hypothesized to predict phonological awareness (PA) and literacy even while accounting for other speech error types and language skills.
One hundred twenty-three children, 86 with a history of speech impairment, completed a battery of speech, language, and literacy tests at ages 5-6 years and again at ages 7-9 years. Speech production at ages 5-6 years was analyzed, and indices of articulation errors, phonological errors, and sequencing deficits were obtained. The relationships of these error types to concurrent language and preliteracy skills and to later literacy outcomes were assessed.
As expected, phonological, but not articulation, errors at ages 5-6 years predicted concurrent PA and letter knowledge, as well as literacy at ages 7-9 years, even while accounting for language skills. Surprisingly, of all the error types, sequencing deficits showed the strongest relationship with PA (ages 5-6 years) and literacy (ages 7-9 years).
These results suggest that some components of SSD uniquely predict preliteracy and literacy skills, even when controlling for language ability. Future investigations should examine further the association between sequencing deficits and literacy skills, test whether observed relationships hold at younger ages, and evaluate the efficacy of integrating literacy interventions into speech therapy to reduce later reading difficulties.
言语障碍（SSD）伴发语言障碍与较差的读写能力获取相关；然而，尚无研究评估构音、音韵或序列技能与阅读技能的相关性是否存在差异。因此，本研究考察了 5-6 岁时的言语错误类型与 7-9 岁时的读写能力之间的关系。假设音韵错误可预测音韵意识（PA）和读写能力，即使在考虑其他言语错误类型和语言技能的情况下也是如此。
123 名儿童（86 名有言语障碍史）在 5-6 岁和 7-9 岁时完成了一系列言语、语言和读写测试。分析了他们在 5-6 岁时的言语产生情况，并获得了构音错误、音韵错误和序列缺陷的指标。评估了这些错误类型与同期语言和学前读写技能以及之后的读写结果的关系。
正如预期的那样，5-6 岁时的音韵错误，而非构音错误，可预测同期的 PA 和字母知识，以及 7-9 岁时的读写能力，即使在考虑语言技能的情况下也是如此。令人惊讶的是，在所有错误类型中，序列缺陷与 PA（5-6 岁）和读写能力（7-9 岁）的相关性最强。
这些结果表明，SSD 的某些成分可独特地预测学前和读写技能，即使在控制语言能力的情况下也是如此。未来的研究应进一步探讨序列缺陷与读写技能之间的关系，检验在更年幼时是否存在观察到的关系，并评估将读写干预纳入言语治疗以减少日后阅读困难的效果。
