Sound start study: The relationship between polysyllable production and emergent literacy in preschool-aged children with speech sound disorders

The accuracy of children's speech production may be linked to children's development of phonological processing, language and literacy. Researchers have suggested that polysyllables (words of three or more syllables) may provide insight into this relationship; however, further research is required to explore polysyllable accuracy and emergent literacy skills in Australian preschool
children with speech sound disorders (SSD). The aim of this research was to describe the relationship between polysyllable accuracy, receptive vocabulary, phonological awareness, print awareness and letter knowledge in preschool children with SSD. Ninety-three children with SSD from the Sound Start Study, aged between 4;0-5;5, produced the 30 polysyllables of the Polysyllable
Preschool Test. The children also completed assessments of receptive vocabulary, phonological processing, print awareness and letter knowledge. Cluster analysis was conducted based on measures of polysyllable accuracy. ANCOVA analysis was then completed controlling for age and
socio-economic status. Cluster analysis identified two clusters: (1) low polysyllable accuracy (n=61) and, (2) moderate polysyllable accuracy (n=32). The two clusters were significantly different based on receptive vocabulary, F(1, 91) = 5.39, p = 0.023 and a composite measure of phonological awareness, F(1, 91) = 7.09, p = 0.009. Children who demonstrated lower polysyllable accuracy
demonstrated poorer receptive vocabulary and poorer phonological awareness. Thus, children's productions of polysyllables may be an important factor to consider to identify children at risk of literacy difficulties. This research supports the use of polysyllables to assess and measure speech production in children with SSD.