Abstract
Abstract Many English-speaking children with disordered speech have persistent phonological awareness (PA) difficulties and struggle to acquire literacy. Some researchers argue that both spoken and written disorders are symptoms of an underlying deficit in PA. This hypothesis is examined by comparing the PA abilities of Cantonese-speaking children with speech disorders and controls, as previous research indicates that typical adults in Hong Kong have limited PA skills. Participants were 46 monolingual Cantonese-speaking children whose chronologic age ranged from 3;11 to 6;08. All the children were exposed to logographic literacy learning. Tasks investigated awareness of the speech signal: syllable, onset-rime, phoneme, and tone awareness. Other tasks evaluated children's knowledge of the Cantonese phonological system: identification and repair of phonological errors and judgment of legality. The two groups performed no differently on tasks assessing awareness of the speech signal. Chilawaredren with speec...
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