A speech sound disorder incudes problems with articulation and phonological processes that persist beyond the age of acquisition. A speech sound disorder can affect both children and adults, and subsequently can have a social or educational impact on individuals across the lifespan. Speech-Language Pathologists have taken an influential role in treating speech sound disorders. Treating the various speech sound disorders related to articulation and phonological disorders is important due to the social impacts and educational impacts.
Social impact
Children and adults with speech sound disorders experience decreased intelligibility. This decrease is attributed to the omission, substitution, or distortion of various phonemes. With decreased intelligibility, …show more content…
High school sophomores rated a peer with a substitution error of /w/ for /r/, as well as a peer with normal articulation. On comparison of the ratings, the peer with the substation was more likely to be perceived in a negative connotation (Silverman & Paulus, 1989). Complimenting these findings, college students were asked to rate a male peer with articulation errors. This peer with articulation errors was not only perceived negatively but was “less intelligible, less fluent…less masculine, stable, sociable, educated” (Silverman, F., & Falk, S. 1992).These findings collectively demonstrate the social impact mild articulations can have on an individual. Highlighting the social impact emphasizes the importance of speech language pathologists treating speech sound disorders. Treating these individual with speech sound disorders does not solely increase their intelligibility, but may also have a lasting impact on their self-esteem and peer …show more content…
Studies monitoring children through preschool and the school years have shown “that 40–100% of children with preschool speech and language disorders have persistent language problems, and 50–100% have academic difficulties” (Lewis, Freebairn, & Taylor 2000). Children with a speech sound disorder at a young age, tend to continually exhibit difficulty with phonological awareness, a key component of emergent literacy. A longitudinal study tracked the academic progress of children with expressive speech impairments from their first year of school (ages 5-6), till their final years of elementary school (ages 12-13). The children with non-developmental expressive speech impairments demonstrated weakness in phonological awareness, reading comprehension, reading accuracy, and spelling (Leita & Fletcher
Social impact
Children and adults with speech sound disorders experience decreased intelligibility. This decrease is attributed to the omission, substitution, or distortion of various phonemes. With decreased intelligibility, …show more content…
High school sophomores rated a peer with a substitution error of /w/ for /r/, as well as a peer with normal articulation. On comparison of the ratings, the peer with the substation was more likely to be perceived in a negative connotation (Silverman & Paulus, 1989). Complimenting these findings, college students were asked to rate a male peer with articulation errors. This peer with articulation errors was not only perceived negatively but was “less intelligible, less fluent…less masculine, stable, sociable, educated” (Silverman, F., & Falk, S. 1992).These findings collectively demonstrate the social impact mild articulations can have on an individual. Highlighting the social impact emphasizes the importance of speech language pathologists treating speech sound disorders. Treating these individual with speech sound disorders does not solely increase their intelligibility, but may also have a lasting impact on their self-esteem and peer …show more content…
Studies monitoring children through preschool and the school years have shown “that 40–100% of children with preschool speech and language disorders have persistent language problems, and 50–100% have academic difficulties” (Lewis, Freebairn, & Taylor 2000). Children with a speech sound disorder at a young age, tend to continually exhibit difficulty with phonological awareness, a key component of emergent literacy. A longitudinal study tracked the academic progress of children with expressive speech impairments from their first year of school (ages 5-6), till their final years of elementary school (ages 12-13). The children with non-developmental expressive speech impairments demonstrated weakness in phonological awareness, reading comprehension, reading accuracy, and spelling (Leita & Fletcher