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Communication Disorders Quarterly
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Phonological Awareness Skills of Children With Articulation Disorders in Kindergarten to Third Grade

Wendy E. Cowan

Auburn University

Michael J. Moran

Auburn University

The nature of the relationship between phonological awareness and articulation performance has not as yet been defined clearly. In the present study 14 children in grades K to 3 with articulation disorders were compared to 14 age matched subjects with normal articulation on three tests of phonological awareness (rhyming, phoneme blending and phoneme counting). Additionally, the performance of subjects with articulation disorders on phonological awareness tasks involving their error sounds and the same tasks not involving error sounds was compared. Articulation impaired subjects performed more poorly than subjects with normal articulation. The articulation impaired group did not make more errors on tasks involving their error sounds. Results of the present study revealed that subjects with articulation disorders made significantly more errors on three phonological awareness tasks than did subjects without articulation disorders.

Communication Disorders Quarterly, Vol. 18, No. 2, 31-38 (1997)
DOI: 10.1177/152574019701800204
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