The relationship between expressive phonological disorders (EPD) and phonemic awareness (PA) has been studied for years (Anthony et al., 2011; Bishop & Adams, 1990). However, there are differing opinions concerning the relationship between EPD and PA difficulties. One possible reason for this conflict is because PA has commonly been assessed using tasks that require verbal responses. This study investigated the relationship between expressive phonology and PA in children without and without EPD. Sixty participants, 30 with EPD (i.e., experimental group) and 30 with typically-developing speech sound production skills (i.e., control group) in the first and second grades were given a nonverbal dynamic assessment of phoneme deletion (NDPAD; Gillam, Fargo, Foley, & Olszewski, 2011), a static assessment of verbal phoneme deletion (SPD), and a speech sound production measure. The NDAPD did not require a verbal response and used an error-specific graduated prompting system. Pearson Product-Moment correlations were used to examine the relationship between EPD and PA. Moderate significant correlations were found between speech sound production and the NDAPD and SPD. The participants who exhibited more speech sound errors had more difficulty on both assessments of PA. A repeated measures ANOVA revealed statistically significant test and group differences with those in the EPD group performing more poorly on PA tasks than the TD participants. A one way ANOVA was used to determine if there was a difference between the severity of the EPD in 1st and 2nd graders on the NDAPD and SPD. The ANOVA showed significant differences between the participants with EPD and the TD group on the NDAPD and on the SPD and no significant differences between the participants with mild and moderate EPD. This result suggests that the participants with EPD, regardless of the severity, had difficulty demonstrating PA skills on the NDAPD and SPD. The findings of this study indicate a significant correlation between EPD and PA and that children with EPD performed more poorly on PA tasks that did their typically-developing peers.
|Advisor:||Lance, Dee M.|
|Commitee:||Gentry, Betholyn, Gregg, Brent, McCullough, Kimberly, Rainey, Jacquie|
|School:||University of Arkansas for Medical Sciences|
|Department:||Communication Sciences and Disorders|
|School Location:||United States -- Arkansas|
|Source:||DAI-B 75/05(E), Dissertation Abstracts International|
|Keywords:||Assesment, Dynamic, Expressive, Phonemic awareness, Phonological disorders, Phonology|
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