Persisting Speech Difficulties, Spelling, and Phonological Awareness The majority of children learn to speak, read, and write perfectly well. Children with speech and language difficulties, however, are particularly vulnerable when it comes to developing literacy skills (Snowling & Stackhouse, 2006). Although not all children with speech and language difficulties have associated literacy problems, those whose speech and ... Article
Article  |   October 01, 2007
Persisting Speech Difficulties, Spelling, and Phonological Awareness
Author Affiliations & Notes
  • Joy Stackhouse
    Department of Human Communication Sciences, University of SheffieldSheffield, United Kingdom
Article Information
Development / Speech, Voice & Prosodic Disorders / Normal Language Processing / Speech, Voice & Prosody / Articles
Article   |   October 01, 2007
Persisting Speech Difficulties, Spelling, and Phonological Awareness
SIG 1 Perspectives on Language Learning and Education, October 2007, Vol. 14, 5-10. doi:10.1044/lle14.3.5
SIG 1 Perspectives on Language Learning and Education, October 2007, Vol. 14, 5-10. doi:10.1044/lle14.3.5
The majority of children learn to speak, read, and write perfectly well. Children with speech and language difficulties, however, are particularly vulnerable when it comes to developing literacy skills (Snowling & Stackhouse, 2006). Although not all children with speech and language difficulties have associated literacy problems, those whose speech and language difficulties persist beyond the age of five and half years are most at risk for associated difficulties in reading and spelling (Bishop & Adams, 1990). This article discusses why this might be the case for children with persisting speech difficulties. It examines speech difficulties and phonological awareness from a psycholinguistic perspective, the relationship between oral and written language development and difficulties, predicting children’s speech and literacy outcomes, and implications for assessment and intervention.
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