PubMed · 6926143
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M Seilhean. 1982. [Articulation disorders].. https://pubmed.ncbi.nlm.nih.gov/6926143/
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Speech-sound disorder (SSD) is a complex behavioral disorder characterized by speech-sound production errors associated with deficits in articulation, phonological processes, and cognitive linguistic processes. SSD is prevalent in childhood and is comorbid with disorders of language, spelling, and reading disability, or dyslexia. Previous research suggests that developmental problems in domains associated with speech and language acquisition place a child at risk for dyslexia. Recent genetic studies have identified several candidate regions for dyslexia, including one on chromosome 3 segregating in a large Finnish pedigree. To explore common genetic influences on SSD and reading, we examined linkage for several quantitative traits to markers in the pericentrometric region of chromosome 3 in 77 families ascertained through a child with SSD. The quantitative scores measured several processes underlying speech-sound production, including phonological memory, phonological representation, articulation, receptive and expressive vocabulary, and reading decoding and comprehension skills. Model-free linkage analysis was followed by identification of sib pairs with linkage and construction of core shared haplotypes. In our multipoint analyses, measures of phonological memory demonstrated the strongest linkage (marker D3S2465, P=5.6 x 10(-5), and marker D3S3716, P=6.8 x 10(-4)). Tests for single-word decoding also demonstrated linkage (real word reading: marker D3S2465, P=.004; nonsense word reading: marker D3S1595, P=.005). The minimum shared haplotype in sib pairs with similar trait values spans 4.9 cM and is bounded by markers D3S3049 and D3S3045. Our results suggest that domains common to SSD and dyslexia are pleiotropically influenced by a putative quantitative trait locus on chromosome 3.
AIM: To compare two modalities of speech intervention (SI) in cleft palate children with compensatory articulation disorder (CAD). The first modality was a phonologic based intervention, the second modality was a naturalistic intervention. The main purpose was to study whether a naturalistic intervention may reduce the total time of speech therapy necessary for correcting CAD in cleft palate children as compared to a phonologic intervention. MATERIALS AND METHODS: A prospective, comparative, and randomized trial was carried out. Cleft palate children with velopharyngeal insufficiency and CAD were included in the study group. Only patients with an age ranging from 3 to 7 years were included. A total of 30 patients were selected and were divided randomly into two groups. Fifteen patients were included in the first group (control) and received phonologic SI. The other 15 patients were included in the second group (active) and received naturalistic SI. The speech pathologist in charge of the SI was the same in all cases. A blind procedure was utilized whereby each patient was evaluated independently by two speech pathologists every 3 months until both examiners were convinced that CAD had been completely corrected. The mean total time of SI required for the normalization of speech in the two groups of patients was compared. RESULTS: Median age in the control group was 54.5 months, and 57.5 months in the active group. A Mann-Whitney rank sum test demonstrated a non-significant difference (P=0.803). The mean total time of SI in the control group was 14.53, and 16.27 in the active group. A student's t-test demonstrated that the total time of SI was not significantly reduced (P=0.331) when a naturalistic intervention was utilized. CONCLUSIONS: Naturalistic based SI did not reduce the time necessary for correcting CAD in cleft palate children.
A word-learning task was used to investigate variation among developmental dyslexics classified as phonological and surface dyslexics. Dyslexic children and chronological age (CA)- and reading level (RL)-matched normal readers were taught to pronounce novel nonsense words such as veep. Words were assigned either a regular (e.g., "veep") or an irregular (e.g., "vip") pronunciation. Phonological dyslexics learned both regular and exception words more slowly than the normal readers and, unlike the other groups, did not show a regular-word advantage. Surface dyslexics also learned regular and exception words more slowly than the CA group, consistent with a specific problem in mastering arbitrary item-specific pronunciations, but their performance resembled that of the RL group. The results parallel earlier findings from Manis, Seidenberg, Doi, McBride-Chang, & Petersen [Cognition 58 (1996) 157-195] indicating that surface dyslexics and phonological dyslexics have a different profile of reading deficits, with surface dyslexics resembling younger normal readers and phonological dyslexics showing a specific phonological deficit. Models of reading and reading disability need to account for the heterogeneity in reading processes among dyslexic children.