BREAKING DOWN SPEECH BARRIERS: EXPLORING PHONOLOGICAL DISORDERS AND INTERVENTION METHODS IN CHILDHOOD SPEECH"

Abstract

The purpose of this study is to clarify the frequency, causes, and consequences of
phonological issues in children. Children with phonological disorders face a number of
challenges in their quest for academic success and the efficient development of their
communication skills. The study uses an extensive methodology to identify patterns and
contributing factors of phonological dysfunction, including neuropsychological testing,
linguistic analysis, and clinical examinations. The study employs a comprehensive review of
the literature in addition to clinical case studies and empirical research to provide a precise
understanding of speech threads and phonological anomalies. This aids in elucidating the
fundamental reasons, criteria for diagnosis, and possible treatments for certain conditions.
This study aims to answer the following questions: 1. What speech thread patterns do
children with phonological issues display? 2. What possible extrinsic variables might
influence the way kids with phonological issues construct their speech threads?
A mixed-methods research technique, including quantitative and qualitative methodologies,
will be used for this project. Children with phonological difficulties aged 4 to 8 who are
chosen from educational and clinical settings will make up the sample. Participants' speech
samples will be gathered using standardized tests such as the Phonological Awareness Test2 (PAT-2) and the Goldman-Fristoe Test of Articulation-3 (GFTA-3). Software for acoustic
analysis will be used to look at voice thread patterns. The principal finding of the study is
etiological Diversity, which has Many etiological factors have been connected to
phonological problems in children have been connected to several etiological causes, including environmental circumstances, neurological characteristics, and genetic
predispositions. The study found that 33% of the children in the sample had phonological
problems. Boys (19%) had a somewhat higher incidence than girls (14%). The majority of
children had difficulty with some speech sounds, particularly /s/, /r/, and /l/.