ECRIP
The Contribution of a Speech Perception Intervention to the Prevention of Phonological Awareness Deficits in Children With Speech Sound Disorders
Sponsor study identifier
interventional
96
1 country
2
Study Start
November 2008
Date type not reportedThis date has not been verified as actual or estimated.
Primary Completion
July 2010
Estimated (date passed)This estimate has passed. The registry has not confirmed an actual date for this milestone.
Study Completion
July 2010
Estimated (date passed)This estimate has passed. The registry has not confirmed an actual date for this milestone.
Recent research reveals genetic and symptomatic overlap among children with speech sound disorders (i.e., those who (misarticulate more sounds than would be expected for their age) and children with dyslexia (i.e., those who struggle to learn to read). Children who have speech sound disorders as preschoolers are at risk for the later emergence of dyslexia, a risk that often reveals itself in the form of poor phonological awareness skills during the preschool period. Traditional speech therapy methods focus on articulation accuracy and do not focus on the child's more abstract knowledge of the sound system of the language. The ultimate objective of this research program is to prevent reading disability in children who present with speech sounds disorders. The relative effectiveness of different interventions to help these children achieve age-appropriate phonological processing skills prior to school entry will be investigated. It is expected that a combination of treatment approaches that focus on speech perception skills and vocabulary knowledge will have a superior impact on phonological awareness in comparison with a treatment approach that focuses solely on articulation accuracy.
Registry-reported information. Elapsed time and enrollment totals alone do not measure study progress or recruitment pace.
July 2010
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Dates and qualifiers reported by the registry. Estimated dates do not confirm that a milestone has occurred.
November 2008
Date type not reportedThis date has not been verified as actual or estimated.
January 5, 2009
Actual (reported)January 7, 2009
Actual (reported)July 2010
Estimated (date passed)This estimate has passed. The registry has not confirmed an actual date for this milestone.
July 2010
Estimated (date passed)This estimate has passed. The registry has not confirmed an actual date for this milestone.
Phonological Awareness (Test d'Analyse Auditive en Français [Auditory Analysis Test in French])
12 months post treatment onset
Articulation Accuracy (Test Francophone de Phonologie, Paul et Rvachew [Test of French Phonology)
6 weeks post treatment onset; 12 weeks post-treatment onset; 12 months post-treatment onset
Vocabulary Knowledge (Échelle de Vocabulaire en Image Peabody [Peabody Picture Vocabulary Test - French Edition)
12 months post-treatment onset
Speech Production Intervention + Articulation Parent Group
Speech Production Intervention + Dialogic Reading Parent Group
Individual speech therapy directed at teaching the child to articulation specific speech sounds or word shapes accurately using traditional procedures such as phonetic placement and imitated and spontaneous speech production practice with feedback from the clinician about accuracy of articulatory gestures and knowledge of results.
McGill University
Montreal, Quebec, H3G 1A8, Canada
Montreal Children's Hospital
Montreal, Quebec, H3H 1P3, Canada
Susan Rvachew, Ph.D.
McGill University
First Submitted
January 5, 2009
First Posted
January 7, 2009
Study Start
November 2008
Date type not reportedThis date has not been verified as actual or estimated.
Primary Completion
July 2010
Estimated (date passed)Training Second-grade Dyslexic Students Using a Computerized Program in Assiut, Egypt
Phonological Awareness (Test de Conscience Phonologique, Brosseau-Lapre et Rvachew [Phonological Awareness Test - French Version])
6 weeks post-treatment onset; 12 weeks post-treatment onset
Speech Perception Intervention + Articulation Parent Group
Speech Perception Intervention + Dialogical Reading Parent Group
Individualized intervention in which the Speech Assessment and Interactive Learning System is used to teach the child to identify recordings of words as either correct or incorrect pronunciations of the target word. In the event that the child is completely unable to pronounce the target speech sounds or word shapes focused stimulation activities are used to provide the child with further auditory exposure to the target forms. If the child stimulable for the target forms, the child is given opportunities the produce the target speech sounds or word shapes in the context of minimal pair games in which the child receives feedback about the communicative effectiveness of his or her attempts to produce the target words.
Parents are taught to carry out home practice activities that focus on the child's ability to correctly articulate target speech sounds and word shapes.
Parents are taught to read to their children using interactive techniques that help their children acquire new vocabulary, verbal reasoning abilities, and preliteracy skills.
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Study Completion
July 2010
Estimated (date passed)This estimate has passed. The registry has not confirmed an actual date for this milestone.
Last Updated
September 23, 2009
Record last verified: 2009-09
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