體驗區
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| 篇名 |
語音異常幼兒語音錯誤情形與早期讀寫能力之相關研究
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| 並列篇名 |
The relationship between speech sound errors and early literacy skills in children with speech sound disorders
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| 作者 |
許慧瑛(Hui-Ying Hsu)
、劉惠美(Huei-Mei Liu)
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| 中文摘要 |
本研究目的為探討學前語音異常幼兒在語音錯誤類型、語音正確率、音韻歷程表現與早期讀寫能力之相關性及預測力。研究對象為24位學前語音異常幼兒（平均年齡為66.78個月），採橫斷性相關研究法，以立意抽樣法進行取樣。研究中所有幼兒接受標準化非語文智力測驗及構音測驗，作為篩選SSD幼兒的依據，並以「華語兒童構音與音韻測驗-語句構音測驗」及「自編語詞測驗」，蒐集SSD幼兒在不同構音情境下（詞彙及語句）的語音產出樣本。再透過語音轉譯與分析，了解其在不同構音情境中的語音產出能力和音韻歷程表現。研究結果發現SSD幼兒在不同構音情境下子音錯誤類型主要以替代類型為主，母音錯誤類型主要以省略類型為主。音韻歷程表現方面，在不同構音情境下出現次數由多至少依序為不捲舌化、後置化、塞音化、塞擦音化、前置化及不送氣化。透過相關分析發現，SSD幼兒的母音添加比率及子音變異總次數與早期讀寫能力達顯著相關。音韻歷程表現部分，後置化及不送氣化比率與早期讀寫能力達顯著相關。階層迴歸分析結果顯示在控制非語文智商的影響後，SSD幼兒的子音變異總次數、母音添加比率、不送氣化比率及後置化比率對早期讀寫能力具有顯著預測力。研究結果顯示SSD幼兒語音錯誤和音韻歷程可能顯示其音韻表徵品質較弱，有可能成為讀寫發展困難的高危險群，故本研究建議應及早提供必要的介入，降低語音異常幼兒後續的讀寫學習困難。
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| 英文摘要 |
Purpose: Children with persistent speech errors and delays in the development of appropriate speech sounds are considered to have speech sound disorders (SSDs), which can decrease the clarity of speech and communication. Persistent speech errors consisting of phoneme addition, omission, distortion, or substitution may result in reduced speech intelligibility and interfere with verbal communication, social participation, and even academic performance from preschool age to adolescence. The onset of SSD symptoms during childhood cannot be accounted for by other medical or neurological conditions, such as hearing impairment, cerebral palsy, and traumatic brain injury. It is estimated that approximately 3%–6% of children aged 4–6 years experience persistent SSD. Although many children (approximately 75%) may outgrow the speech production difficulties at later ages (i.e., 6 years old), as a group, preschoolers with SSD are at increased risk for later reading difficulties. Research examining the relationships between speech and reading has demonstrated that the comorbidity of SSD and reading disability is approximately 25%–30%. One of the possible explanations for this comorbidity is the underlying deficits in the development of phonological representations. In some children with SSD, uncommon or atypical speech errors, which are infrequent in age-matched children with typical development, may be observed in their speech production. Such atypical speech errors may reflect poor phonological representation during speech processes or problems in the foundation of the phonological system. However, the exact relationships between the types of speech sound errors and literacy development in preschool-age children with SSD is not well studied. The purposes of this study were to explore the types and numbers of speech sound errors, types of phonological processing and early literacy skills in preschool-aged children with SSD, and the correlations between these speech production variables and early literacy variables to understand the underlying deficits of early literacy skills. Methods: Twenty-four preschool children aged 5-6 years old (Male = 20) with SSD participated in this study. The average age of the children with SSD was 66.78 months old (SD = 4.40). A total of 29 children with SSD were recruited through kindergartens, hospitals, and website advertisements in northern Taiwan. All participants must have performed lower than the 35th percentile on the standardized articulation test (The Articulatory and Phonological Test for Mandarin-Speaking Children, APTMSC) and above the 80th percentile on the nonverbal IQ test (Test of Nonverbal Intelligence Fourth Edition, TONI-4) to be included in the study. After screening, a total of 24 children were qualified to participate in the study. For the assessment of speech production, a subscale of APTMSC (subtask of sentence) and a self-invented speech production task (picture naming) were used to collect individual children’s speech production samples in different articulation situations (including at the word and sentence levels), and we then transcribed and analyzed the types and frequencies of various speech errors and phonological processes. Both the interrater and intra-rater reliabilities were measured to ensure highly reliable speech production analysis and results. An early literacy screen checklist was also implemented to assess individuals’ early literacy skills (including aspects of phonological processing, oral and written language awareness, perceptual-motor skills, visual memory, and attention). A correlation and hierarchical regression analysis were used to examine the associations of speech production variables and literacy skills in Mandarin-speaking children with SSD. Results/Findings: The most frequent types of speech errors in children with SSD in different articulation situations were consonant substitutions and vowel omissions. The most frequently appearing phonological processes in children with SSD were deretroflexion, backing, stopping, affrication, fronting and unaspiration. With reference to the severity of SSD obtained through a calculation of the average percentage of consonants correct (PCC), the average severity of SSD in the participants (67.25%) was estimated to be mild to moderate (85% > PCC ≥ 65%). Our participants’ overall performance on the early literacy development checklist also indicated significantly weaker literacy performance relative to the age-matched norms. According to the correlational analysis, the number of consonant error variations, the rate of additions per vowel, and the rates of backing and deretroflexion per consonant are all significantly correlated with each individual’s early literacy skills after nonverbal IQ was controlled for. For the results of hierarchical regression analysis, after controlling the nonverbal IQ, the number of consonant error variations, the rate of additions per vowels, the rates of backing and deretroflexion per consonants were significantly predictive of individual children’s early literacy skills. Compared with previous studies that have shown that substitution type errors are the most common phonetic errors (especially consonants), this present study demonstrated that vowel addition errors are also significantly correlated with and predictive of early literacy skills. Addition errors in vowel production are part of the changes of syllable structure type and ought to be suppressed in the early childhood phonological development process. The persistence of this specific type of atypical speech error may indicate that the quality of phonological representations is weaker in Mandarin-speaking children with SSD, and they may become a high-risk group for impediments in, among others, literacy development. Conclusions/Implications: In conclusion, this correlational study found that the types of speech errors and the phonological process of children with SSD are related to their early literacy skill development. The field of early intervention should pay attention to the early evaluation of preschool-aged Taiwanese children with SSD by examining the total number of consonant variations, the proportions of consonant unaspiration and backing processes, and the vowel addition errors in speech production. The concurrent correlations between these speech error types and early literacy skills should be further explored to analyze the potential longitudinal correlations between specific phonetic variables and literacy development or difficulties. This study also suggests that necessary intervention should be provided as soon as possible to reduce potential difficulties in literacy among school-age children with SSD.
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| 頁次 |
093-126
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| 關鍵詞 |
早期讀寫能力
、音韻歷程
、構音
、語音異常幼兒
、語音錯誤類型
、articulation
、early literacy skills
、phonological process
、speech sound disorders
、types of sound errors
、TSSCI
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| 卷期 |
47:1
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| 日期 |
202203
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| 刊名 |
特殊教育研究學刊
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| 出版單位 |
國立臺灣師範大學特殊教育學系
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| DOI |
10.6172/BSE.202203_47(1).0004
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