Phonological Awareness and Vocabulary Characteristics of Children with Speech Sound Disorders

말소리장애 아동은 동반하고 있는 문제가 다양한 이질적인 집단이다. 특히 말소리장애 아동이 동반하고 있는 문제 중 언 어, 어휘, 음운인식의 문제는 이후 문해 기술을 예측하고 문제를 예방하는 데 중요한 요인이다. 따라서 본 연구는 말소리장애 아동의 문해 기술과 관련된 음운인식과 어휘 특성을 살펴보고 음운인식, 어휘, 자음정확도 간 상관관계를 살펴보고 말소리장애 아동이 음운인식과 어휘에서 지연을 보이는 비율을 살펴보고자 하였다. 방법: 일반 아동과 말소리장애 아동 각각 24명씩을 대상으로 말소리, 음운인식, 어휘 능력을 평가하였다. 결과: 연령과 말소리장애 유무에 따라 음운인식, 어휘 능력에 유의미한 차이가 나타났으며, 음운인식이 자음정확도보다 어휘 능력과 더 큰 상관을 보였다. 말소리장애 아동 중 음운인식과 어휘에서 모두 지연을 보이는 비율은 33%, 음운인식만 지연을 보이는 비율은 16%, 어휘만 지연을 보이는 비율은 16%, 순수한 말소리장애의 비율은 33%로 나타났다. 논의 및 결론: 말소리장애아동이동반하고있는문제의특성을확인하고차별적인평가와중재의필요성을제안하였다

Phonological awareness (PA) skills and vocabulary knowledge are known to be significant predictors of later reading and literacy skills. There have been inconsistent reports about PA, characteristics of vocabulary, and their influences on literacy for children with speech sound disorders (SSD). The aim of this study is to investigate whether there are any differences in PA and vocabulary skills between SSD children and typically developing children (TD). Methods: The subjects were 24 TD children and 24 SSD children between 5 and 6 years old. These children were tested on articulation ability (percentage of correct consonants [PCC]), PA, and vocabulary skills. Results: The results are as follows. First, statistically significant differences were found in PA and vocabulary skills between age groups and SSD/TD groups. Second, PA skills had a stronger correlation with vocabulary knowledge than articulation ability (PCC). Thirty-three percent of SSD children showed delay in both PA and vocabulary. Sixteen percent of SSD children showed delay in phonological awareness only, and 16% of SSD showed delay in vocabulary skills only. Lastly, 33% of SSD children were considered to be pure SSD with no delay in any tested area. Conclusion: The researchers suggest that differential evaluation and intervention are crucial for SSD children with accompanying difficulties in PA and vocabulary skills. For SSD children with delay in PA and/or vocabulary skills, direct intervention and continued monitoring of early literacy skills should be required to prevent potential future literacy difficulties