Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity

Sarah Masso, Sharynne McLeod, Elise Baker, Jane McCormack

Research output: Contribution to journalArticlepeer-review

15 Citations (Scopus)
67 Downloads (Pure)

Abstract

Children with speech sound disorders (SSD) find polysyllables difficult; however, routine sampling and measurement of speech accuracy are insufficient to describe polysyllable accuracy and maturity. This study had two aims: (1) compare two speech production tasks and (2) describe polysyllable errors within the Framework of Polysyllable Maturity.Method: Ninety-three preschool children with SSD from the Sound Start Study (4;0'5;5 years) completed the Polysyllable Preschool Test (POP) and the Diagnostic Evaluation of Articulation and Phonology (DEAP-Phonology).Result: Vowel accuracy was significantly different between the POP and the DEAP-Phonology. Polysyllables were analysed using the seven Word-level Analysis of Polysyllables (WAP) error categories: (1) substitution of consonants or vowels (97.8% of children demonstrated common use), (2) deletion of syllables, consonants or vowels (65.6%), (3) distortion of consonants or vowels (0.0%), (4) addition of consonants or vowels (0.0%), (5) alteration of phonotactics (77.4%), (6) alteration of timing (63.4%) and (7) assimilation or alteration of sequence (0.0%). The Framework of Polysyllable Maturity described five levels of maturity based on children's errors.Conclusions: Polysyllable productions of preschool children with SSD can be analysed and categorised using the WAP and interpreted using the Framework of Polysyllable Maturity.
Original languageEnglish
Pages (from-to)272-287
Number of pages16
JournalInternational Journal of Speech-Language Pathology
Volume18
Issue number3
DOIs
Publication statusPublished - Apr 2016

Grant Number

  • DP130102545

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