Speech Error Variability and Phonological Awareness in Preschoolers

Abstract

Purpose: The purpose of this article was to investigate the relationship between speech error variability and phonological awareness. Method: This article begins with a narrative review of the theoretical interpretation of speech error variability. The post hoc exploratory analysis of the relationship between speech error variability and phonological awareness included 40 children: 20 with typical speech and language and 20 with speech sound disorder and typical language. Groups were matched on gender, age, maternal education, receptive and expressive vocabulary, nonverbal intelligence, and expressive morphosyntax. Multiple regression was used to identify the best fit model for the relationship between vocabulary, speech errors, and phonological awareness. Results: Segmental variability was associated with poor phonological awareness in preschool-aged children. Conclusion: Children with high levels of segmental variability have poor phonological awareness, likely due to unstable phonological representations.