Speech Perception and Working Memory in Children with Residual Speech Errors: A Case Study Analysis

Abstract

Some children with residual deficits in speech production also display characteristics of dyslexia; however, the causes of these disorders—in isolation or comorbidly—remain unknown. Presently, the role of phonological representations is an important construct for considering how the underlying system of phonology functions. In particular, two related skills—speech perception and phonological working memory—may provide insight into the nature of phonological representations. This study provides an exploratory investigation into the profiles of three 9-year-old children: one with residual speech errors, one with residual speech errors and dyslexia, and one who demonstrated typical, age-appropriate speech sound production and reading skills. We provide an in-depth examination of their relative abilities in the areas of speech perception, phonological working memory, vocabulary, and word reading. Based on these preliminary explorations, we suggest implications for the assessment and treatment of children with residual speech errors and/or dyslexia.

Keywords

Residual speech errors (RSEs) - dyslexia - speech perception - phonological working memory

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