Susan Rvachew
Phonological Processing and Reading in Children With Speech Sound Disorders
McGill University
examine relationship phonological processing skills prior kindergarten entry reading skills end 1st grade children speech sound disorders ssdthe participants 17 children ssd poor phonological processing skills ssdlow pp 16 children ssd good phonological processing skills ssdhigh pp 35 children typical speech first assessed prekindergarten year using measures phonological processing ie speech perception rime awareness onset awareness tests speech production receptive expressive language phonological awareness skills assessment repeated children completing 1st grade test word reading efficiency also conducted time firstgrade sight word nonword reading performance compared across groupsat end 1st grade ssdlow pp group achieved significantly lower nonword decoding scores ssdhigh pp typical speech groups 2 ssd groups demonstrated similarly good receptive language skills similarly poor articulation skills time however betweengroup differences sight word reading observed 1 child ssdlow pp group obtained reading scores within normal limitsweaknesses phonological processing stable ssdlow pp subgroup 2year period