Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis.

IF 2.2 2区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Speech Language and Hearing Research Pub Date : 2025-01-02 Epub Date: 2024-12-03 DOI:10.1044/2024_JSLHR-24-00170

Line Walquist-Sørli, Ømur Caglar-Ryeng, Bjarte Furnes, Trude Nergård-Nilssen, Enrica Donolato, Monica Melby-Lervåg

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引用次数: 0

Abstract

Background: Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This meta-analysis examines whether these children are at higher risk of language and reading difficulties compared to their peers.

Method: The study analyzed 290 effect sizes from cross-sectional and longitudinal studies that compared language and reading skills between children with speech sound difficulties and controls. Additionally, we evaluated 37 effect sizes from correlational studies in general populations to examine the relationship between speech sound skills and language or reading skills.

Results: Children with speech sound difficulties showed significant concurrent language (Hedges' g = -0.60) and reading (Hedges' g = -0.58) problems. Correlational studies also demonstrated a relationship between speech sound skills and language (r = .23) and reading (r = .23) skills. Phonological awareness and study quality were significant moderators. Longitudinal studies showed persistent or increasing group differences over time in language (Hedges' g = -0.85) and reading (Hedges' g = -0.50). These findings were consistent regardless of the severity or types of speech sound difficulties, nonverbal IQ, country, age, and publication year. However, a precision-effect test and the precision-effect estimate with standard errors analysis suggested a potential decrease in effect size due to publication bias from small sample sizes in primary studies.

Conclusion: Children with speech sound difficulties are at an increased risk of language and reading difficulties, emphasizing the need for broader language assessments and early interventions to mitigate future academic difficulties.

Supplemental material: https://doi.org/10.23641/asha.27849828.

查看原文本刊更多论文

语音障碍是语言和阅读障碍的危险因素吗？系统回顾和荟萃分析。

背景：有语音障碍的儿童通常需要教育心理学服务，但缺乏对这些障碍与语言或阅读问题之间关系的系统综述。这项荟萃分析调查了这些孩子是否比同龄人有更高的语言和阅读困难的风险。方法：该研究分析了来自横断面和纵向研究的290个效应量，这些研究比较了语音困难儿童和对照组的语言和阅读技能。此外，我们评估了来自一般人群相关研究的37个效应值，以检验语音技能与语言或阅读技能之间的关系。结果：语音障碍患儿同时存在显著的语言（Hedges’g = -0.60）和阅读（Hedges’g = -0.58）问题。相关研究也证明了语音技能与语言（r = .23）和阅读（r = .23）技能之间的关系。语音意识和学习质量是显著的调节因子。纵向研究表明，随着时间的推移，语言（赫奇斯的g = -0.85）和阅读（赫奇斯的g = -0.50）方面的群体差异持续存在或不断增加。无论语音障碍的严重程度或类型、非语言智商、国家、年龄和出版年份如何，这些发现都是一致的。然而，精度效应检验和标准误差分析的精度效应估计表明，由于原始研究的小样本量发表偏倚，效应值可能会降低。结论：有语音障碍的儿童出现语言和阅读障碍的风险增加，强调需要进行更广泛的语言评估和早期干预，以减轻未来的学习困难。补充资料：https://doi.org/10.23641/asha.27849828。

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来源期刊

Journal of Speech Language and Hearing Research AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION

CiteScore

4.10

自引率

19.20%

发文量

538

审稿时长

4-8 weeks

期刊介绍： Mission: JSLHR publishes peer-reviewed research and other scholarly articles on the normal and disordered processes in speech, language, hearing, and related areas such as cognition, oral-motor function, and swallowing. The journal is an international outlet for both basic research on communication processes and clinical research pertaining to screening, diagnosis, and management of communication disorders as well as the etiologies and characteristics of these disorders. JSLHR seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of communication sciences and disorders, including speech production and perception; anatomy and physiology of speech and voice; genetics, biomechanics, and other basic sciences pertaining to human communication; mastication and swallowing; speech disorders; voice disorders; development of speech, language, or hearing in children; normal language processes; language disorders; disorders of hearing and balance; psychoacoustics; and anatomy and physiology of hearing.