Phonological Awareness in Preschoolers With Spoken Language Impairment: Toward a Better Understanding of Causal Relationships and Effective Intervention. A Constructive Comment on Rvachew and Grawburg's (2006) Study

Hartmann, Erich; Rvachew, Susan; Grawburg, Meghann
October 2008
Journal of Speech, Language & Hearing Research;Oct2008, Vol. 51 Issue 5, p1215
Academic Journal
Purpose: This comment refers to a recent study of S. Rvachew and M. Grawburg (2006) that compared the fit of 2 models of the relationships among speech perception, receptive vocabulary, articulation, phonological awareness, and emergent literacy knowledge in preschoolers with speech sound disorders. Conclusion: It is argued that phonological working memory is an important additional variable to be included in the model preferred by Rvachew and Grawburg |2006). Furthermore, the model should take into account the reciprocal relationship between phonological awareness and emergent literacy skills that is already evident at the preschool level. This could lead to a more precise assessment of preschoolers with speech impairment and, above all, to more efficient preventive intervention.


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