PDF(Pubmed)
Abstract：
OBJECTIVE: Children with specific language impairment (SLI) might present with speech sound disorder (SSD) and phonological awareness (PA) deficits which put them at risk of potential reading problems. This work aimed to organize an intervention program in Arabic for phonological training and to assess the effect of PA training versus the phonological therapy (PT) for children with SLI and SSD.
METHODS: The study was carried out on 60 children with comorbid SLI and SSD, aged 5-7 years. Children were equally divided into two groups; each group received language therapy combined with (PT or PA training). Measures of language development, phonological output, and PA were taken before therapy and at 4 month post-therapy for all children.
RESULTS: The two therapy groups made nearly the same amount of progress in the development of language and phonological production, with no significant differences regarding language age and percent of consonants correct (PCC). The PA training group progressed more on the PA skills than children who received PT over the same time.
CONCLUSIONS: PA training could facilitate the development of phonological skills by targeting the child\'s awareness of phonemes and improving the production of sound patterns.
METHODS: The study was carried out on 60 children with comorbid SLI and SSD, aged 5-7 years. Children were equally divided into two groups; each group received language therapy combined with (PT or PA training). Measures of language development, phonological output, and PA were taken before therapy and at 4 month post-therapy for all children.
RESULTS: The two therapy groups made nearly the same amount of progress in the development of language and phonological production, with no significant differences regarding language age and percent of consonants correct (PCC). The PA training group progressed more on the PA skills than children who received PT over the same time.
CONCLUSIONS: PA training could facilitate the development of phonological skills by targeting the child\'s awareness of phonemes and improving the production of sound patterns.
摘要：
目的：患有特定语言障碍（SLI）的儿童可能会出现语音障碍（SSD）和语音意识（PA）缺陷，这使他们面临潜在的阅读问题的风险。这项工作旨在组织阿拉伯语的语音训练干预计划，并评估SLI和SSD儿童的PA训练与语音治疗（PT）的效果。
方法：这项研究是对60名患有SLI和SSD合并症的儿童进行的，5-7岁。将儿童平均分为两组；每组接受语言治疗结合（PT或PA训练）。语言发展的措施，语音输出，所有患儿均在治疗前和治疗后4个月服用PA.
结果：两个治疗组在语言和语音产生的发展方面取得了几乎相同的进步，语言年龄和辅音正确（PCC）的百分比没有显着差异。与同时接受PT的儿童相比，PA训练组在PA技能方面的进步更大。
结论：PA训练可以通过针对儿童对音素的认识和改善声音模式的产生来促进语音技能的发展。
方法：这项研究是对60名患有SLI和SSD合并症的儿童进行的，5-7岁。将儿童平均分为两组；每组接受语言治疗结合（PT或PA训练）。语言发展的措施，语音输出，所有患儿均在治疗前和治疗后4个月服用PA.
结果：两个治疗组在语言和语音产生的发展方面取得了几乎相同的进步，语言年龄和辅音正确（PCC）的百分比没有显着差异。与同时接受PT的儿童相比，PA训练组在PA技能方面的进步更大。
结论：PA训练可以通过针对儿童对音素的认识和改善声音模式的产生来促进语音技能的发展。
