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articulation disorder articulation disorder
articulation disorder
articulation disorder
language development, motor skill, auditory discrimination
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language development, motor skill, auditory discrimination
Because speech is a part of language, researchers have examined the relationship between language development and misarticulations. Studies have shown that the language development of children withe severe speech sound disorders is somewhat delayed. The children may be less proficient in using complex sentence structures. However, children with less severe speech sound disorders may not show language delay or disorders. However, most children with language disorders tend to exhibit speech sound disorders. Because the production of speech is a motor task, difficulty in speech sound production suggests deficiency in general or speech-specific motor skills. Research into general motor skills has not shown anything of significance. Studies of speech-related motor skills also have not produced anything significant except the idea that the children who misarticulate may be slower in repeating syllables. The speed at which a speaker can repeat selected syllables is called the diadochokinetic rate. Most clinicians use a diadochokinetic test in asessing articulation disorders. However, the significance of the slower rate in the etiology of articulation disorders is not clear. It may be an effect of the disorder, not its cause. Clearly hearing and understanding differences between speech sounds is known as auditory discrimination. Many researchers in the past were concerned with the possibility that a child misarticulates because he or she cannot hear the difference between speech sounds others produce. If the child cannot hear the difference between /s/ and /z/, then that child's substitution of /s/ for /z/ may be due to this lack of auditory discrimination. Studies on the auditory discrimination abilities of children with speech sound disorders have produced inconsistent results. Some children with misarticulations have scored poorly on auditory discrimination tests, whereas others have scored within the typical range. In general, the relationship between auditory discrimination and articulation does not appear to be very strong.
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1 Because speech is a part of language, researchers have examined the relationship between language development and misarticulations. 2 Studies have shown that the language development of children withe severe speech sound disorders is somewhat delayed. 3 The children may be less proficient in using complex sentence structures. 4 However, children with less severe speech sound disorders may not show language delay or disorders. 5 However, most children with language disorders tend to exhibit speech sound disorders. 6 Because the production of speech is a motor task, difficulty in speech sound production suggests deficiency in general or speech-specific motor skills. 7 Research into general motor skills has not shown anything of significance. 8 Studies of speech-related motor skills also have not produced anything significant except the idea that the children who misarticulate may be slower in repeating syllables. 9 The speed at which a speaker can repeat selected syllables is called the diadochokinetic rate. 10 Most clinicians use a diadochokinetic test in asessing articulation disorders. 11 However, the significance of the slower rate in the etiology of articulation disorders is not clear. 12 It may be an effect of the disorder, not its cause. 13 Clearly hearing and understanding differences between speech sounds is known as auditory discrimination. 14 Many researchers in the past were concerned with the possibility that a child misarticulates because he or she cannot hear the difference between speech sounds others produce. 15 If the child cannot hear the difference between /s/ and /z/, then that child's substitution of /s/ for /z/ may be due to this lack of auditory discrimination. 16 Studies on the auditory discrimination abilities of children with speech sound disorders have produced inconsistent results. 17 Some children with misarticulations have scored poorly on auditory discrimination tests, whereas others have scored within the typical range. 18 In general, the relationship between auditory discrimination and articulation does not appear to be very strong.