Phonological awareness and early reading development in childhood apraxia of speech (CAS)

Brigid McNeill · Gail T. Gillon · Barbara J. Dodd

135 citations0/0 files storedInternational Journal of Language & Communication Disorders

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Language Development and Disorders Reading and Literacy Development Children's Physical and Motor Development

Abstract

BACKGROUND: Childhood apraxia of speech (CAS) is associated with phonological awareness, reading, and spelling deficits. Comparing literacy skills in CAS with other developmental speech disorders is critical for understanding the complexity of the disorder. AIMS: This study compared the phonological awareness and reading development of children with CAS and children with inconsistent speech disorder (ISD). METHOD & PROCEDURES: Participants included twelve children with CAS aged 4-7 years. Their performance was compared with twelve children with ISD (and normal speech motor planning) and twelve children with typical development on tasks measuring phonological awareness, letter-sound knowledge, real and non-word decoding, and access to underlying phonological representations of words. There was no significant difference in the age, gender, socio-economic status, and receptive vocabulary of the groups. The two groups with speech disorder were matched for severity and inconsistency of their speech impairment. OUTCOMES & RESULTS: The results indicated that the CAS group had inferior phonological awareness than the ISD and typical development groups. The CAS group had a greater proportion of participants performing below their expected age level than the comparison groups on phonological awareness, letter-sound knowledge and decoding tasks. There was no difference in the performance of the CAS and ISD groups on the phonological representation task. CONCLUSIONS & IMPLICATIONS: Children with CAS are particularly susceptible to phonological awareness and reading delay. Intervention for children with CAS must facilitate skills underlying reading development in addition to resolving speech deficits in order to improve the spoke and written language outcomes of this population.

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References

2010Peabody Picture Vocabulary Test 2003Phonological Awareness: From Research to Practice 1998Predicting Dyslexia From Kindergarten: The Importance of Distinctness of Phonological Representations of Lexical Items 1995Differential Diagnosis and Treatment of Children with Speech Disorder 2002Diagnostic Evaluation of Articulation and Phonology 2004School-Age Follow-Up of Children With Childhood Apraxia of Speech 2004Language and phonological skills in children at high risk of reading difficulties 1999Early Reading Achievement in Children With Expressive Phonological Disorders

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2009Effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS)2018Interventions for childhood apraxia of speech 2013Cortical Thickness in Children Receiving Intensive Therapy for Idiopathic Apraxia of Speech 2017Speech Assessment in Children With Childhood Apraxia of Speech 2018Cascading and Multisensory Influences on Speech Perception Development

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