Abstract
Phonological speech disorders are characterized by abnormal development towards the adult target pattern; its etiology is unknown. It is thought the this condition results from auditory processing disorders involving the abilities required for human beings to understand what is heard.AimTo investigate the relationship between auditory processing and the acquisition of disordered or normal speech, drawing comparisons between these profiles.Material and MethodA prospective, contemporary, cross-sectional study comprising a sample of 44 subjects aged 5 to 7 years; two groups were formed: a study group (SG) comprising children with disordered speech acquisition, and a control group (CG) consisting of children with normal speech acquisition. A simplified evaluation of auditory processing was undertaken: the PSI test in Portuguese; the speech-in-noise test; the binaural fusion test; the dichotic digit test; and the staggered spondaic word test (SSW).ResultsThere was a statistically significant difference between the two groups; the SG scored worse than the CG in all the tests. The PSI test only - with a 100% success rate - scored equally in both groups.ConclusionAuditory processing may affect speech development.
Highlights
IntroductionAcquiring phonological abilities in most children takes place gradually and non-linearly from birth to age five years; there are individual variations, yielding an adult target system.[1]
Acquiring phonological abilities in most children takes place gradually and non-linearly from birth to age five years; there are individual variations, yielding an adult target system.[1]Learning a language depends partly on learning which sounds are used and how they are organized
The data were taken from clinical registries of children that participated in the research projects “Estudo dos desvios fonológicos: classificação e avaliação” (A study of phonological disorders: classification and assessment); it was approved by the institutional review board
Summary
Acquiring phonological abilities in most children takes place gradually and non-linearly from birth to age five years; there are individual variations, yielding an adult target system.[1]. Learning a language depends partly on learning which sounds are used and how they are organized. Most children carry out these actions effortlessly, and by age 5 years are able to adequately produce the sounds of the ambient language in the permitted sequences.[2]. Do not acquire language satisfactorily and develop phonological disorders.[1,2]. Phonological disorders may be defined as speech difficulties, characterized by inadequate language use according to age and regional variations, involving sound production, perception or organization errors. Disordered speech includes: replacements, omissions, insertions, transpositions, and/or distortions of language sounds.[3,4]
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
