Abstract
Comparing the linguistic and metalinguistic profiles in common developmental
speech and language disorders is important in advancing our understanding of their clinical
symptoms, as well as potentially informing the conceptual basis of novel interventions. The
purpose of the present review article is summarizing linguistic, metalinguistic and psychiatric
characteristics of children with speech sound disorder (SSD). Clinically and theoretically, it is
important that we can understand different error pattern uses among children with SSD only
and children with co-occurring SSD and language impairment (LI). Identifying differences in
error pattern use will help to discovering the underlying causes of the different types of patterns.
In comparison with children with SSD, children with co-occurring SSD and LI use certain
patterns more frequently that suggest more global linguistic deficits. The early identification
of children who are at risk for development of co-occurring SSD and LI as well as later
literacy problems needs to distinguish these patterns. Identification of speech error patterns and
their underlying cognitive-linguistic processing deficits will contribute to diagnosis of children
at risk of co-occurring SSD and LI and reading problems. Mounting studies have reported that
children with SSD, with and without language impairment have differences in phonological
processing, literacy skills, and speech production patterns. Children with both speech sound
and language disorders are likely to have more severe literacy problems than those with isolated
speech sound disorders. In addition, this paper focuses on the comorbidity between psychiatric
disorders specially attention deficit/hyperactivity disorder (ADHD) symptoms and SSD.
Keywords:
Speech sound disorder, metalinguistic, ADHD, language impairment, reading disorder, LI.
Graphical Abstract
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