Investigation of Rapid Naming and Language Skills in Children With Speech Sound Disorders

IF 2.1 3区医学 Q2 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

International Journal of Language & Communication Disorders Pub Date : 2025-05-05 DOI:10.1111/1460-6984.70044

Elife Barmak, Nazmiye Atila-Çağlar, Dilara Söylemez

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引用次数: 0

Abstract

Background

Rapid naming refers to the duration required to swiftly and accurately identify a set of familiar visual stimuli. Rapid naming serves as a significant indicator of the efficiency with which phonological information can be retrieved from memory, playing a crucial role in the advancement of language and literacy competencies.

Aim

This research aimed to thoroughly investigate the rapid naming and language skills of children with speech sound disorders (SSDs) and to explain the correlations between these competencies.

Methods and Procedures

Our study consisted of 50 children diagnosed with SSD. The participants were categorized into two groups: those with articulation disorders (n = 23) and those with phonological disorders (n = 27). The Turkish Test of Language Development-Primary (TOLD-P:4), the Articulation Subtest (AST) and the Auditory Discrimination Subtest (ADT) of the Turkish Articulation and Phonology Test (SST), the Stimulability Test, and the Rapid Naming Test (RNT) were used to test the children's language, articulation, and rapid-naming skills.

Outcomes and Results

In our study, children with articulation disorders exhibited significantly higher scores on picture vocabulary, relational vocabulary, and morphological completion scales from the TOLD-P:4 subtests compared to children with phonological disorders (t(48) = 2.504, p = 0.016; t(48) = 2.249, p = 0.029; t(48) = 2.744, p = 0.009). Simultaneously, it was determined that the average duration of children with articulation disorders in the object, color, and number tests, which are subtests of the RNT, exhibited significant differences when compared to children with phonological disorders (t(48) = −3.567, p = 0.001; t(48) = −2.888, p = 0.006; t(19) = −3.134, p = 0.005). A statistically significant negative correlation was observed between the mean duration of children with SSD in the object subtest of RNT and the scores on the stimulability and morpheme subtests (r = −0.387, p = 0.005; r = −0.326, p = 0.021). A notable negative correlation was found between the average duration of the color, letter, and number subtests of RNT and the ADT, as well as the percentage of stimulability (p < 0.05).

Conclusion and Implications

Children with phonological disorders exhibited differences in rapid naming and language skill compared to those with articulation disorders. At this point, professionals addressing SSD should assess the access speed to phonological information in the memory of preschool children with phonological difficulties, and phonological processing should be incorporated into speech production interventions.

WHAT THIS PAPER ADDS

What is already known on this subject

It is known that children diagnosed with speech sound disorders (SSDs) are at a markedly elevated risk of encountering language and reading difficulties during their school years.

What this paper adds to the existing knowledge

Retaining speech sounds in a child's language is also an integral part of phonological awareness. Rapid naming skills, which are an indicator of phonological processing skills, are very important. The fact that children with phonological disorders have a longer mean time in rapid naming skills indicates that these children have more difficulty accessing phonological representations from long-term memory. In addition, children with phonological disorders were found to have lower picture vocabulary, relational vocabulary, and morphological completion performances.

What are the potential or clinical implications of this work?

Professionals should integrate phonological processing into speech production interventions to strengthen their knowledge of functional language performance and rapid naming skills of children with SSDs and to pave the way for later reading success.

查看原文本刊更多论文

语音障碍儿童快速命名和语言技能的研究

快速命名是指快速准确地识别一组熟悉的视觉刺激所需的时间。快速命名是语音信息从记忆中提取效率的重要指标，在语言和读写能力的提高中起着至关重要的作用。目的研究语音障碍儿童的快速命名能力和语言能力，并解释这些能力之间的相关性。方法和步骤我们的研究包括50名诊断为SSD的儿童。参与者被分为两组：有发音障碍（n = 23）和有语音障碍（n = 27）。采用土耳其语语言发展初级测试（TOLD-P:4）、土耳其语发音和音韵测试（SST）的发音子测试（AST）和听觉辨别子测试（ADT）、刺激性测试和快速命名测试（RNT）来测试儿童的语言、发音和快速命名技能。结果：在本研究中，发音障碍儿童在TOLD-P:4子测试中的图片词汇、关系词汇和形态完成量表得分显著高于语音障碍儿童(t(48) = 2.504, p = 0.016；T (48) = 2.249, p = 0.029；T (48) = 2.744, p = 0.009)。同时，我们确定了发音障碍儿童在物体、颜色和数字测试（RNT的子测试）中的平均持续时间与语音障碍儿童相比有显著差异(t(48) = - 3.567, p = 0.001；T(48) =−2.888,p = 0.006；T(19) =−3.134,p = 0.005)。SSD患儿在RNT客体子测试中的平均持续时间与刺激性和语素子测试得分呈显著负相关(r = - 0.387, p = 0.005；R =−0.326,p = 0.021)。RNT和ADT的颜色、字母和数字子测试的平均持续时间以及可刺激性百分比之间存在显著的负相关(p <；0.05)。结论与启示语音障碍儿童与发音障碍儿童相比，在快速命名和语言技能方面存在差异。在这一点上，解决语音障碍的专业人员应该评估有语音困难的学龄前儿童对语音信息的记忆访问速度，并且语音处理应该纳入语音产生干预。这篇论文补充了什么关于这一主题的已知情况已知的是，被诊断为语音障碍（ssd）的儿童在上学期间遇到语言和阅读困难的风险明显增加。本文对现有知识的补充是，在儿童语言中保留语音也是语音意识的一个组成部分。快速命名能力是语音加工能力的一个指标，非常重要。有语音障碍的儿童在快速命名技能上的平均时间较长，这一事实表明这些儿童在从长期记忆中获取语音表征方面有更大的困难。此外，有语音障碍的儿童在图片词汇、关系词汇和形态完成方面表现较差。这项工作的潜在或临床意义是什么？专业人士应将语音处理纳入言语产生干预，以加强他们对固态硬盘儿童的功能语言表现和快速命名技能的认识，为日后的阅读成功铺平道路。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Language & Communication Disorders AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION

CiteScore

3.30

自引率

12.50%

发文量

116

审稿时长

6-12 weeks

期刊介绍： The International Journal of Language & Communication Disorders (IJLCD) is the official journal of the Royal College of Speech & Language Therapists. The Journal welcomes submissions on all aspects of speech, language, communication disorders and speech and language therapy. It provides a forum for the exchange of information and discussion of issues of clinical or theoretical relevance in the above areas.