摘要:

This article provides a framework for consideration of the possible impact of a disordered phonological system (expressive or receptive) on an individual's progression toward becoming intelligible, literate, and articulate. Research results and current guidelines for identification of critical intelligibility and phonological awareness deficiencies, as well as implications for intervention, are summarized. In addition, following a brief review of options for expediting intelligibility gains, highlights of research studies designed to enhance metaphonological skills are presented.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

Accurate measurement of speech intelligibility is a critical component for the assessment of children's disordered phonologies. The degree of intelligibility has important implications for planning and implementing intervention and also for evaluating its effectiveness. Limited normative data are available for speech intelligibility in young children. The three general approaches used for measuring intelligibility are open-set word identification, closed-set word identification, and rating scales. Currently most clinicians make gross estimates of percentage of intelligibility. Positive and negative aspects of the various procedures for measuring intelligibility are discussed.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

Relationships between emergent literacy skills and phonological awareness abilities in preliterate children are examined, and a developmental model is used to outline steps for facilitating the development of literacy. Practical suggestions for enhancing metaphonological skills and facilitating emergent literacy skills are explained. In addition, a checklist is provided that can be used for early identification of young children who are at risk for developing normal literacy skills.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

A predisposition for spelling problems may exist in children who have histories of severe expressive phonological deficiencies. Associations among expressive phonological development, metaphonological skills, and spelling performance are examined. In addition, suggestions are provided for analyzing and remediating phonological deficiencies of children with phonologically based spelling problems. Data for a third grader experiencing considerable difficulty in spelling are presented to exemplify assessment and intervention principles.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

Relationships that exist between phonological coding abilities and reading outcomes have practical implications for differential diagnosis of language-based reading problems. The theoretical construct of specific phonological coding ability, which includes phonological encoding, phonological awareness and metaphonology, phonological coding in the context of lexical access, phonological coding in working memory, and expressive phonology, is explained. In addition, suggestions are provided for identifying specific phonological coding impairments.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

An association between otitis media with effusion and phonological impairment has long been recognized. Many questions have gone unanswered, however, such as why large numbers of children who experience early persistent otitis media do not present phonological deficits, and what specific measures might facilitate therapy for those who do. This article first reviews problems faced by researchers and then summarizes currently established findings concerning otitis media and its effects on phonological acquisition. Professionals are warned neither to ignore nor exaggerate the possible influence of a history of otitis media on a child's phonological deficits.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

摘要:

Communities in the United States have experienced sudden and sometimes sharp demographic shifts created by the growing numbers of culturally and linguistically diverse individuals. Speech clinicians are characterized as “gatekeepers” for language-minority populations with and without disordered speech. This article briefly examines the age-related variables (e.g., neurological, cognitive, affective) that affect the acquisition of a second-language phonology. Six critical issues are discussed that are related to the unique responsibility for evaluation and intervention suggested by this role. A variety of instructional strategies, practical activities, and cross-cultural challenges is provided as a resource for teachers and clinicians.

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID

ISSN:0271-8294    

出版商:OVID    

年代:1994

数据来源: OVID