TY - JOUR
T1 - Polysyllable productions in preschool children with speech sound disorders
T2 - Error categories and the framework of polysyllable maturity
AU - Masso, Sarah
AU - McLeod, Sharynne
AU - Baker, Elise
AU - McCormack, Jane
N1 - Imported on 12 Apr 2017 - DigiTool details were: month (773h) = April; Journal title (773t) = International Journal of Speech-Language Pathology. ISSNs: 1754-9515;
PY - 2016/4
Y1 - 2016/4
N2 - 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.
AB - 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.
KW - Speech sound disorders, speech impairment, phonology, assessment, polysyllables, multisyllables, children, children's speech
U2 - 10.3109/17549507.2016.1168483
DO - 10.3109/17549507.2016.1168483
M3 - Article
C2 - 27111638
SN - 1754-9507
VL - 18
SP - 272
EP - 287
JO - International Journal of Speech-Language Pathology
JF - International Journal of Speech-Language Pathology
IS - 3
ER -
