Phonological issues in the assessment and therapy of children with speech sound disorders. Preliminary remarks

Abstract

Children with speech sound disorders constitute the largest group of recipients of speech therapy.
This group is internally diverse, as articulation difficulties may involve varying numbers of phonemes and arise from diverse etiologies, extending beyond the structural and functional conditions of speech apparatus functioning. This article presents a synthetic analysis of key premises indicating the need for an in-depth assessment of phonological skills in children with speech sound disorders and an examination of patterns of speech sound errors. Particular attention is given to the etiology of speech sound disorders, the relationship between phonological skills and literacy difficulties, and speech assessment.