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A Follow-up Study of Children with Phonologic Disorders of Unknown Origin

1988; American Speech–Language–Hearing Association; Volume: 53; Issue: 2 Linguagem: Inglês

10.1044/jshd.5302.144

2163-6184

Lawrence D. Shriberg, Joan Kwiatkowski,

Oral and Craniofacial Lesions

No AccessJournal of Speech and Hearing DisordersResearch Article1 May 1988A Follow-up Study of Children with Phonologic Disorders of Unknown Origin Lawrence D. Shriberg, and Joan Kwiatkowski Lawrence D. Shriberg University of Wisconsin-Madison Google Scholar and Joan Kwiatkowski University of Wisconsin-Madison Google Scholar https://doi.org/10.1044/jshd.5302.144 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Recent emphasis on early intervention programming for children with speech delays of unknown origin has yielded considerable literature on alternative forms of assessment and management. Less is known about the long-term special educational needs of such children. This study reviews the exceptional educational needs histories of 36 children who had received preschool speech services at a phonology clinic. Findings indicate that a high percentage of children continued to have speech and language and other special educational needs as they neared middle school and beyond. Many children eventually required special class placements. Discussion focuses on issues in classification, prediction, and management. On the bases of both original and follow-up data in this and other studies, the term phonological disorder appears to be appropriate for approximately 75%–80% of children referred early for speech disorders of unknown origin. 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The Early Identification of Language Impairment in Children10.1007/978-1-4899-4445-0_2 Journal of Speech, Language, and Hearing Research34:5 (1096-1105)1 Oct 1991Predicting Poor-Communication Status in Preschool Children Using Risk Factors Present at BirthJ. Bruce Tomblin, James C. Hardy and Herman A. Hein Australian Journal of Human Communication Disorders19:1 (23-33)1 Jun 1991The Effect of Phonological Processes on the Intelligibility of SpeechBernadette Marines and Carl L. Parsons Child Language Teaching and Therapy7:2 (141-160)1 Jun 1991Effects of phonological versus language intervention in preschoolers with both phonological and language impairmentAnn A. Tyler and Kathye H. Watterson Annals of Dyslexia41:1 (163-177)1 Jan 1991Early identification of dyslexia: Evidence from a follow-up study of speech-language impaired childrenHugh W. Catts Language, Speech, and Hearing Services in Schools21:3 (157-170)1 Jul 1990Self-Monitoring and Generalization in Preschool Speech-Delayed ChildrenLawrence D. Shriberg and Joan KwiatkowskiLanguage, Speech, and Hearing Services in Schools21:2 (102-109)1 Apr 1990Comparison of Process Targeting and Whole Language Treatments for Phonologically Delayed Preschool ChildrenPaul R. Hoffman, Janet A. Norris and Joann Monjure Volume 53Issue 2May 1988Pages: 144-155 Get Permissions Add to your Mendeley library HistoryReceived: Jun 4, 1987Accepted: Sep 1, 1987 Published in issue: May 1, 1988PubMed ID: 3361857 Metrics Topicsasha-topicsasha-article-typesCopyright & PermissionsCopyright © 1988 American Speech-Language-Hearing AssociationPDF downloadLoading ...