![]() ![]() But many times they are organic in nature, meaning that there is a known cause of the speech sound errors, such as a cleft palate or a hearing impairment. Some researchers have suggested that it is the children who have non-developmental phonological process errors that are more likely to have decoding difficulties. Nondevelopmental phonological processes can be a functional speech sound disorder, which has no known cause. Children with SSD have been shown to score more poorly on phonological awareness skills and single word reading than their typical peers. ![]() We also know that children with SSD may have phonological deficiencies, but no reading difficulties. Nondevelopmental phonological processes can be a functional speech sound disorder, which has no known cause. Twenty-two percent is still a large number, but it is not every child with SSD. One study reported that 22% of 7 to 9 year old children with SSD have reading difficulties. It is important to emphasize that not all children with SSD have reading difficulties. Speaking like an adult takes quite a bit of coordination of the. The student has difficulty transferring information into working memory, which then disrupts reading comprehension. Phonological processes are the natural way children simplify language as they learn to speak. Another possibility is that phonological representations are intact and phonetic features are correctly encoded, but short-term memory processes are limited. Therefore, the student has poor decoding skills. One, as previously stated, is that phonological representations may be degraded, “fuzzy,” and underspecified resulting in the loss of some phonetic features before they can be compared or repeated. There have been two proposed explanations for the relationship of speech sound disorders to reading. The finding of RAN being a rather stable correlate of reading fluency across ability levels is a new one, at least in comparison to previous nondevelopmental. the study reported here documents the changes that occurred in the phonological systems of seven phonologically disordered children during remediation that targeted unusual phonological processes. All of these co-morbid conditions contribute to literacy skills. These processes are reported to appear at speech onset and to undergo little spontaneous change during the preschool years. They can have poor orthographic awareness and reduced narrative abilities. non-developmental) phonological processes, e.g. They can also have a series of co-morbid conditions such as attentional problems, co-morbid language impairment. Unintelligible speech in childhood is often characterised by the use of unusual or deviant (i.e. ![]() They sometimes have poor phonological awareness skills, poor verbal short-term memory, reduced vocabulary, and slow lexical retrieval. Unintelligible speech in childhood is often characterised by the use of unusual or deviant (i.e. Perhaps these children have “fuzzy” phonological representations. Why are children with early speech sound disorders at risk for literacy difficulties? Answer ![]()
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