The acquisition of reading and literacy skills in normal-hearing children has been found to be closely related to the development of phonological knowledge and the use of phonological processing skills. Phonological processing is often measured using a nonword repetition task in which a child relies on phonological knowledge and abstract phonological representations in order to decompose, encod...

BACKGROUND Phonological disorder. AIM To apply the percentage of correct consonant (PCC) index and to verify the correlation between this index and the one applied perceptually by judges. METHOD The PCC index of 50 phonological disordered subjects was calculated, after 60 judges heard the phonological tests for each subject and perceptually attributed the severity. RESULTS The PCC index v...

BACKGROUND Self-awareness of speech impairment according to the following extralinguistic variables: gender and age. AIM To examine the influence of gender and age on the self-awareness of speech impairment. METHOD Participants were 24 children with the diagnosis of phonological disorder, 15 boys and 9 girls, with ages ranging between 5:0 and 7:7 years. For this group the assessment of self...

Beginning readers decode words through individual pronunciation of the sounds represented by each letter in succession. This method requires not only the mapping of speech sounds onto their graphic representations, but also the more basic knowledge that words have the potential to be broken up into their component sounds, a skill called phonological awareness. Competency in phonological awarene...

BACKGROUND There are conflicting reports in the research literature of the literacy outcome of children with speech disorder. The link between phonological awareness and literacy in typically developing and literacy delayed children is well established, but there is less research specifically into children with an isolated speech disorder (i.e. with age-appropriate language skills). There is a ...

This paper describes phonological development in children with Down syndrome paying particular attention to underlying deficits and intervention strategies. The first section provides an overview of factors believed to influence phonological development in this population. The second section describes four aspects of Down syndrome phonology: (1) the prelinguistic stage; (2) the transition to sp...

This study addresses the relationship between phonological complexity and vocabulary size in fifteen 30-month-old Swedish children, selected to cover a wide range of reported lexical development. It is in line with earlier studies indicating a relationship between phonological and lexical development in children and how it is affected by the ambient linguistic input. Phonological complexity of ...

The study investigated the phonological awareness abilities of Cantonese-speaking pre-schoolers with cochlear implants. Participants were 15 Cantonese-speaking children with cochlear implants (CIs) aged 3.08-6.10, chronological-age-matched with 15 children with normal hearing. Each participant performed 10 tasks evaluating different levels of phonological awareness abilities and phonological kn...