Date of Defense

Spring 4-24-2006

Department

Speech Pathology and Audiology

First Advisor

Elaine DeRoover, Speech Pathology & Audiology

Second Advisor

Nickola Nelson, Speech Pathology & Audiology

Third Advisor

Adelia Van Meter, Speech Pathology & Audiology

Abstract

This study was designed to investigate the relationships between speech-sound disorders, phonological awareness, reading, and spelling. Previous research has supported the hypotheses of potential relationships between the factors, although the research showed mixed results on the importance of phonological awareness as a linking factor between speech-sound disorders and literacy impairment. Twelve children were assessed in areas of phonological awareness, speech ability, non-word reading skills, and non-word spelling skills. Although only one child was classified as having a speech-sound disorder making it difficult to assess the relationship of speech production ability and the other variables, a correlation analysis indicated that phonological awareness, non-word reading, and non-word spelling abilities were all very highly correlated. Children who do not have adequate phonological awareness abilities as determined by age are considered at high risk for literacy problems.

Access Setting

Honors Thesis-Campus Only

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