The nature of the relationship between phonological awareness and articulation performance has not as yet been defined clearly. In the present study 14 children in grades K to 3 with articulation disorders were compared to 14 age matched subjects with normal articulation on three tests of phonological awareness (rhyming, phoneme blending and phoneme counting). Additionally, the performance of subjects with articulation disorders on phonological awareness tasks involving their error sounds and the same tasks not involving error sounds was compared. Articulation impaired subjects performed more poorly than subjects with normal articulation. The articulation impaired group did not make more errors on tasks involving their error sounds. Results of the present study revealed that subjects with articulation disorders made significantly more errors on three phonological awareness tasks than did subjects without articulation disorders.
Get full access to this article
View all access options for this article.
References
1.
American National Standards Institute (1989). Specification for audiometers. (ANSI S3.6–1989). New York: ANSI.
2.
Ball, E. (1993). Assessing phoneme awareness. Language, Speech, and Hearing Services in Schools, 24, 130–139.
3.
Ball, E., & Blachman, B. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?Reading Research Quarterly, 26, 49–66.
4.
Bernthal, J., & Bankson, N. (1988). Articulation and Phonological Disorders, (3rd ed.). Englewood Cliffs, NJ: Prentice Hall.
5.
Bird, J., & Bishop, D.V.M., & Freeman, N.H. (1995). Perception and awareness of phonemes in phonologically impaired children. European Journal of Disorders of Communication, 27, 289–311.
6.
Blachman, B. (1991). Early intervention for children's reading problems: Clinical applications of the research in phonological awareness. Topics in Language Disorders, 12, 51–65.
7.
Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read - a casual connection. Nature, 301, 419–421.
8.
Byrne, B., & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83, 451–455.
9.
Catts, H. (1991a). Facilitating phonological awareness: Role of speech-language pathologists. Language, Speech, and Hearing Services in Schools, 22, 196–203.
10.
Catts, H. (1991b). Early identification of reading disabilities. Topics in Language Disorders, 12, 1–16.
11.
Cunningham, A. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429–444.
12.
Goldman, R., & Fristoe, M. (1986). Goldman-Fristoe Test of Articulation. Circle Pines, MN: American Guidance Service.
13.
Hodson, B., Nonomura, C., & Zappia, M. (1989). Phonological disorders: Impact on academic performance?Seminars in Speech and Language, 10, 252–259.
14.
Lewis, B., & Freebairn, L. (1992). Residual effects of preschool phonology disorders in grade school, adolescence, and adulthood. Journal of Speech and Hearing Research, 35, 819–831.
15.
Liberman, I., Shankweiler, D., Fischer, F., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201–212.
16.
Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skill in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159–173.
17.
Magnusson, E., & Naucler, K. (1990). Reading and spelling in language-disordered children - Linguistic and metalinguistic prerequisites: Report on a longitudinal study. Clinical Linguistics and Phonetics, 4, 49–61.
18.
Mann, V. & Liberman, I. (1984). Phonological Awareness and verbal shortterm memory. Journal of Learning Disabilities, 17, 592–599.
19.
Perfetti, C.A. (1991). Representations and awareness in the acquisition of reading competence. In L. Rieben & C.A. Perfetti (Eds.), Learning to read; Basic research and its implications (pp. 33–44). Hillsdale, NJ: Erlbaum.
20.
Roswell, F., & Chall, J. (1959). Roswell-Chall Auditory Blending Test. New York: Essay Press.
21.
Sander, E. (1972). When are speech sounds learned?Journal of Speech and Hearing Disorders, 37, 55–63.
22.
Semel, E., Wiig, E., & Secord, W. (1989). Clinical Evaluation of Language Fundamentals - Revised. Screening Test.
23.
Share, D., Jorm, A., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309–1324.
24.
Shearer, W. M. (1982). Research procedures in speech, language, and hearing. Baltimore: Williams & Wilkins.
25.
Siegel, S. (1956). Non-parametric statistics for the behavioral sciences, New York: McGraw-Hill.
26.
Stackhouse, J. (1997). Phonological awareness: Connecting speech and literacy problems. In B. W. Hodson & M. L. Edwards (Eds.), Perspectives in applied phonology (pp. 157–196). Gaithersburg, MD: Aspen Publishers, Inc.
27.
Stanovich, K., Cunningham, A., & Cramer, B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175–190.
28.
Swank, L., & Catts, H. (1994). Phonological awareness and written word decoding. Language Speech and Hearing Services in Schools, 25, 9–14.
29.
Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1994). Longitudinal studies of phonoligical processing and reading. Journal of Learning Disabilities, 27, 276–286.
30.
Van Riper, R., & Emerick, L. (1984). Speech Correction: An Introduction to Speech Pathology and Audiology. Englewood Cliffs: Prentice-Hall.
31.
Webster, P., & Plante, A. (1992). Effects of phonological impairment on word, syllable, and phoneme segmentation and reading. Language, Speech, and Hearing Services in Schools, 23, 176–182.
32.
Yopp, H. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45, 696–703.
33.
Yopp, H. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159–177.
34.
Zimmerman, I., Steiner, V., & Pond, R. (1979). Preschool Language Scale. Columbus, Ohio: Charles E. Merrill.
