Phonological disorder is a type of speech sound disorder. Speech sound disorders are the inability to correctly form the sounds of words. Speech sound disorders also include articulation disorder, disfluency, and voice disorders.
Wiki Number: PW167
Diagnosis: Phonological Disorder-Speech Sound Disorder
World Patients :
Symptoms: A child or adult does not produce or use speech sound phonemes correctly.
Progression: Phonemic disorders-not learning the correct sound for the letter(s); articulation disorders-not pronouncing them correctly.
Causes: There can be omissions, additions, distortions or substitutions in the sounds or words
Medications: None listed.
Therapies: Services of a speech pathologist or therapist should be helpful.
4 CURRENT ARTICLES
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- Word Learning by Preschool-Age Children With Developmental Language Disorder: Impaired Encoding and Robust Consolidation During Slow Mappingby Katherine R Gordon on October 11, 2021
Purpose Learning novel words, including the specific phonemes that make up word forms, is a struggle for many individuals with developmental language disorder (DLD). Building robust representations of words includes encoding during periods of input and consolidation between periods of input. The primary purpose of the current study is to determine differences between children with DLD and with typical development (TD) in the encoding and consolidation of word forms during the slow mapping...
- Perception of the /t/-/k/ contrast by Mandarin-speaking children with Speech Sound Disordersby Aiwen Yi on October 7, 2021
Mandarin-speaking children with speech sound disorders (SSD) often show difficulties in producing alveolar and velar plosives contrasts (e.g., /t/ vs. /k/). But it remains unclear whether such phonological disorder correlates with the perception of the contrast between alveolar and velar plosives. The present study assessed whether Mandarin-speaking children with SSD who substituted [t] for /k/ in production could perceptually distinguish between /t/ and /k/, and compared their results with...
- Predicting and Evaluating Treatment Response: Evidence Toward Protracted Response Patterns for Severely Impacted Students With Dyslexiaby Anna E Middleton on October 6, 2021
Great strides have been made in the development of effective methods of instruction for children with dyslexia. However, individual response to treatment varies, and weaknesses persist for some students with dyslexia despite otherwise effective instruction. Continued efforts are needed to support the prospective identification of poor response, particularly in routine intervention settings. The current study addressed whether indicators of dyslexia risk as outlined by hybrid diagnostic models...
- Feature Binding and Working Memory in Children with ADHD: Evidence of Episodic Buffer Impairmentby R Matt Alderson on October 6, 2021
Previous examinations of working memory impairments in children with attention-deficit/hyperactivity disorder (ADHD) have predominantly focused on discreet visuospatial and phonological subsystem processes, as well as the domain-general central executive. The episodic buffer component of working memory, a neurocognitive process that allows for temporary storage and maintenance of bound episodes/features of information, is understudied in ADHD and initial findings have been equivocal....