Kathryn L Cabbage1, Kelly Farquharson2, Jenya Iuzzini-Seigel3, Jennifer Zuk4,5, Tiffany P Hogan4. 1. Department of Communication Disorders, Brigham Young University, Provo, UT. 2. Department of Communication Sciences and Disorders, Emerson College, Boston, MA. 3. Department of Speech Pathology and Audiology, Marquette University, Milwaukee, WI. 4. Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA. 5. Program in Speech and Hearing Bioscience and Technology, Division of Medical Sciences, Harvard University, Boston, MA.
Abstract
Purpose: Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production-specific risk factors that may help predict or identify dyslexia in young children. Method: In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia. Results: Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia. Conclusion: Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.
Purpose: Children with dyslexia have speech production deficits in a variety of spoken language contexts. In this article, we discuss the nature of speech production errors in children with dyslexia, including those who have a history of speech sound disorder and those who do not, to familiarize speech-language pathologists with speech production-specific risk factors that may help predict or identify dyslexia in young children. Method: In this tutorial, we discuss the role of a phonological deficit in children with dyslexia and how this may manifest as speech production errors, sometimes in conjunction with a speech sound disorder but sometimes not. We also briefly review other factors outside the realm of phonology that may alert the speech-language pathologist to possible dyslexia. Results: Speech-language pathologists possess unique knowledge that directly contributes to the identification and remediation of children with dyslexia. We present several clinical recommendations related to speech production deficits in children with dyslexia. We also review what is known about how and when children with speech sound disorder are most at risk for dyslexia. Conclusion: Speech-language pathologists have a unique opportunity to assist in the identification of young children who are at risk for dyslexia.
Authors: Jennifer Zuk; Jade Dunstan; Elizabeth Norton; Xi Yu; Ola Ozernov-Palchik; Yingying Wang; Tiffany P Hogan; John D E Gabrieli; Nadine Gaab Journal: Dev Sci Date: 2020-05-21