Masso, S., Baker, E., McLeod, S. & McCormack, J. (in press, November 2013). Identifying phonological awareness difficulties in preschool children with speech sound disorders. Speech, Language, and Hearing.
This is Sarah Masso's first publication and it has been written as part of her PhD, so it is an extra special publication. Here is the abstract:
Phonological awareness is one type of phonological processing ability and is considered to be particularly important for early literacy development. Specific phonological awareness skills include: syllable-level awareness, onset-rime awareness, and phonemic awareness. Children with speech sound disorders are at a high risk of difficulties with phonological awareness and literacy. There is a body of literature reporting both composite scores and task-specific phonological awareness scores from the assessment of children with typically-developing speech and schoolage children with speech sound disorders. In this study we completed a systematic overview of the available literature regarding the assessment of phonological awareness in preschool-age children with speech sound disorders. A systematic search of literature databases yielded 777 articles which were screened. The full text of 30 articles was read and 12 articles met all specified criteria. Ten of the 12 articles reported composite scores for the phonological awareness of participants. The studies rarely reported the profile of specific phonological awareness skills. Of the final 12 articles, eight were case-control studies (Level III) and four were case-series or cross-sectional studies without a control reference (Level IV) (Merlin, Weston & Tooher 2009). There is a need for more research reporting task-specific phonological awareness abilities in preschool-age children with speech sound disorders in order to understand the relationship between specific skills and literacy development in this population.
