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      Relationship between speech production and perception in children with Speech Sound Disorders

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          Abstract

          This study investigated the relationship between speech production and perception in children with Speech Sound Disorders (SSD). We hypothesized that there might be a positive correlation and the difference between speech and perceptual data for children with SSD; and that the positive correlation between speech production and speech perception errors might depend on the phonological class involved. Thirty-three children with SSD were evaluated during a speech production task and a phonological contrast identification test. The Percentage of Correct Consonant -Revised (PCC-R) and the Percentage of Correct Identification (PCI) were calculated for each child. The results of the paired t-test showed a higher perception performance mean (PCI = 87.41%) when compared to the production performance mean (PCC-R = 74.97%). The overall results of Pearson’s correlation test was also statistically significant, showing a moderate, positive correlation ( r = 0.49) between production and perception performances in children with SSD. The results of the correlation analyses between speech production and speech perception errors by class show that only in the fricative class, the correlation was statistically moderately significant ( r = 0.52). Stops and sonorants showed no correlation. The results confirmed the relationship between speech production and speech perception, but speech perception does not mirror speech production. The positive correlation between speech production and speech perception errors depends on the phonological class.

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          Most cited references 29

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          The Percentage of Consonants Correct (PCC) Metric

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            Speech perception in children with speech output disorders

             Lian Nijland (2009)
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              Dimensions of early speech sound disorders: A factor analytic study.

              The goal of this study was to classify children with speech sound disorders (SSD) empirically, using factor analytic techniques. Participants were 3-7-year olds enrolled in speech/language therapy (N = 185). Factor analysis of an extensive battery of speech and language measures provided support for two distinct factors, representing the skill dimensions of articulation/phonology and semantic/syntactic skills. To validate these factors, 38 of the children were followed to school age to re-evaluate speech and language skills and assess reading/spelling achievement. The validity of the two factors was supported by their differential associations with school-age reading and spelling achievement, persistence of SSD, and affection status in family members. A closer relationship of the family member to the proband and male gender predicted higher odds of a disorder. The findings suggest that articulation/phonology and language abilities are at least partially independent in children with SSD and that these constructs have distinct clinical and biological correlates.
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                Author and article information

                Contributors
                Journal
                2397-5563
                Journal of Portuguese Linguistics
                Ubiquity Press
                2397-5563
                12 November 2020
                2020
                : 19
                Affiliations
                [1 ]Department of Speech, Language and Hearing Sciences, São Paulo State University, Universidade Estadual Paulista, BR
                [2 ]Programa de Pós-Graduação em Fonoaudiologia, São Paulo State University, Universidade Estadual Paulista, BR
                [3 ]Department of Speech, Language and Hearing Sciences, Santa Catarina Federal University, Universidade Federal de Santa Catarina, BR
                Article
                10.5334/jpl.244
                Copyright: © 2020 The Author(s)

                This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/.

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