Barmak Elife, Atila-Çağlar Nazmiye, Söylemez Dilara
Department of Speech and Language Therapy, Ankara Yıldırım Beyazıt University, Ankara, Türkiye.
Department of Otolaryngology, Ankara Etlik City Hospital, Ankara, Türkiye.
Int J Lang Commun Disord. 2025 May-Jun;60(3):e70044. doi: 10.1111/1460-6984.70044.
Rapid naming refers to the duration required to swiftly and accurately identify a set of familiar visual stimuli. Rapid naming serves as a significant indicator of the efficiency with which phonological information can be retrieved from memory, playing a crucial role in the advancement of language and literacy competencies.
This research aimed to thoroughly investigate the rapid naming and language skills of children with speech sound disorders (SSDs) and to explain the correlations between these competencies.
Our study consisted of 50 children diagnosed with SSD. The participants were categorized into two groups: those with articulation disorders (n = 23) and those with phonological disorders (n = 27). The Turkish Test of Language Development-Primary (TOLD-P:4), the Articulation Subtest (AST) and the Auditory Discrimination Subtest (ADT) of the Turkish Articulation and Phonology Test (SST), the Stimulability Test, and the Rapid Naming Test (RNT) were used to test the children's language, articulation, and rapid-naming skills.
In our study, children with articulation disorders exhibited significantly higher scores on picture vocabulary, relational vocabulary, and morphological completion scales from the TOLD-P:4 subtests compared to children with phonological disorders (t(48) = 2.504, p = 0.016; t(48) = 2.249, p = 0.029; t(48) = 2.744, p = 0.009). Simultaneously, it was determined that the average duration of children with articulation disorders in the object, color, and number tests, which are subtests of the RNT, exhibited significant differences when compared to children with phonological disorders (t(48) = -3.567, p = 0.001; t(48) = -2.888, p = 0.006; t(19) = -3.134, p = 0.005). A statistically significant negative correlation was observed between the mean duration of children with SSD in the object subtest of RNT and the scores on the stimulability and morpheme subtests (r = -0.387, p = 0.005; r = -0.326, p = 0.021). A notable negative correlation was found between the average duration of the color, letter, and number subtests of RNT and the ADT, as well as the percentage of stimulability (p < 0.05).
Children with phonological disorders exhibited differences in rapid naming and language skill compared to those with articulation disorders. At this point, professionals addressing SSD should assess the access speed to phonological information in the memory of preschool children with phonological difficulties, and phonological processing should be incorporated into speech production interventions.
What is already known on this subject It is known that children diagnosed with speech sound disorders (SSDs) are at a markedly elevated risk of encountering language and reading difficulties during their school years. What this paper adds to the existing knowledge Retaining speech sounds in a child's language is also an integral part of phonological awareness. Rapid naming skills, which are an indicator of phonological processing skills, are very important. The fact that children with phonological disorders have a longer mean time in rapid naming skills indicates that these children have more difficulty accessing phonological representations from long-term memory. In addition, children with phonological disorders were found to have lower picture vocabulary, relational vocabulary, and morphological completion performances. What are the potential or clinical implications of this work? Professionals should integrate phonological processing into speech production interventions to strengthen their knowledge of functional language performance and rapid naming skills of children with SSDs and to pave the way for later reading success.
快速命名是指迅速且准确地识别一组熟悉的视觉刺激所需的时间。快速命名是语音信息从记忆中检索效率的重要指标，在语言和读写能力发展中起着关键作用。
本研究旨在全面调查语音障碍（SSD）儿童的快速命名和语言技能，并解释这些能力之间的相关性。
我们的研究包括50名被诊断为SSD的儿童。参与者被分为两组：发音障碍组（n = 23）和语音障碍组（n = 27）。使用土耳其语语言发展初级测试（TOLD-P:4）、土耳其语发音和语音测试（SST）的发音子测试（AST）和听觉辨别子测试（ADT）、可激发性测试以及快速命名测试（RNT）来测试儿童的语言、发音和快速命名技能。
在我们的研究中，发音障碍儿童在TOLD-P:4子测试的图片词汇、关系词汇和形态完成量表上的得分显著高于语音障碍儿童（t(48) = 2.504，p = 0.016；t(48) = 2.249，p = 0.029；t(48) = 2.744，p = 0.009）。同时，确定发音障碍儿童在RNT子测试的物体、颜色和数字测试中的平均用时与语音障碍儿童相比存在显著差异（t(48) = -3.567，p = 0.001；t(48) = -2.888，p = 0.006；t(19) = -3.134，p = 0.005）。在RNT物体子测试中，SSD儿童的平均用时与可激发性和语素子测试的得分之间存在统计学上显著的负相关（r = -0.387，p = 0.005；r = -0.326，p = 0.021）。在RNT的颜色、字母和数字子测试的平均用时与ADT以及可激发性百分比之间发现了显著的负相关（p < 0.05）。
与发音障碍儿童相比，语音障碍儿童在快速命名和语言技能方面存在差异。在这一点上，处理SSD的专业人员应评估有语音困难的学龄前儿童记忆中语音信息的获取速度，并将语音处理纳入言语产生干预中。
关于该主题已知的信息 已知被诊断为语音障碍（SSD）的儿童在学龄期遇到语言和阅读困难的风险明显升高。本文对现有知识的补充 保留儿童语言中的语音也是语音意识的一个组成部分。作为语音处理技能指标的快速命名技能非常重要。语音障碍儿童在快速命名技能方面平均用时更长，这一事实表明这些儿童从长期记忆中获取语音表征更困难。此外，发现语音障碍儿童的图片词汇、关系词汇和形态完成表现较低。这项工作的潜在或临床意义是什么？专业人员应将语音处理纳入言语产生干预中，以加强他们对SSD儿童功能性语言表现和快速命名技能的了解，并为后期阅读成功铺平道路。
