How do phonological/phonemic awareness and speech sound production influence one another?
Presentation Type
Abstract
Faculty Advisor
Robyn Becker
Access Type
Event
Start Date
25-4-2025 12:00 PM
End Date
25-4-2025 1:00 PM
Description
Clinical Scenario: Children that have difficulties with speech sound production and phonological/phonemic awareness face many difficulties within a school setting, especially in regards to literacy skills such as reading, writing, spelling, and decoding. To design effective interventions, many researchers have investigated how speech sound production and phonological/phonemic awareness intertwine and influence one another in school-aged children. Clinical Question: How do speech sound production and phonological/phonemic awareness influence one another? Search Strategy: Utilizing critical appraisal techniques, articles were gathered from peer-reviewed journals within the field of communication disorders such as the American Journal of Speech-Language Pathology, Language, Speech, and Hearing Services in Schools, and the Journal of Speech, Language, and Hearing Research. Inclusion criteria included articles about speech sound production, speech sound disorders, phonological/phonemic awareness, and literacy. Exclusion criteria excluded articles that were not peer-reviewed and sources that did not address speech sound production and phonological/phonemic awareness. Using the Strength of Recommendation Taxonomy, the articles utilized met a criterion of at least level 2 or letter B. Key Findings: Research indicates that there might be a reciprocal relationship between phonological/phonemic awareness and speech sound production skills. Teaching children how to produce sounds can enhance phonological/phonemic awareness and implementing phonological/phonemic awareness activities into speech therapy can benefit children with speech impairments. Clinical Bottom Line: Phonological/Phonemic awareness and speech sound production bidirectionally influence one another and speech-language pathologists should integrate activities that combine these concepts in their clinical practice.
How do phonological/phonemic awareness and speech sound production influence one another?
Clinical Scenario: Children that have difficulties with speech sound production and phonological/phonemic awareness face many difficulties within a school setting, especially in regards to literacy skills such as reading, writing, spelling, and decoding. To design effective interventions, many researchers have investigated how speech sound production and phonological/phonemic awareness intertwine and influence one another in school-aged children. Clinical Question: How do speech sound production and phonological/phonemic awareness influence one another? Search Strategy: Utilizing critical appraisal techniques, articles were gathered from peer-reviewed journals within the field of communication disorders such as the American Journal of Speech-Language Pathology, Language, Speech, and Hearing Services in Schools, and the Journal of Speech, Language, and Hearing Research. Inclusion criteria included articles about speech sound production, speech sound disorders, phonological/phonemic awareness, and literacy. Exclusion criteria excluded articles that were not peer-reviewed and sources that did not address speech sound production and phonological/phonemic awareness. Using the Strength of Recommendation Taxonomy, the articles utilized met a criterion of at least level 2 or letter B. Key Findings: Research indicates that there might be a reciprocal relationship between phonological/phonemic awareness and speech sound production skills. Teaching children how to produce sounds can enhance phonological/phonemic awareness and implementing phonological/phonemic awareness activities into speech therapy can benefit children with speech impairments. Clinical Bottom Line: Phonological/Phonemic awareness and speech sound production bidirectionally influence one another and speech-language pathologists should integrate activities that combine these concepts in their clinical practice.
Comments
Poster presentation at the 2025 Student Research Symposium.