Vol. 14 No. 1 (2022): Archives of Public Health
Review

Phonological awareness in children with developmental language disorder

Mile Vukovic
University in Belgrade, Faculty for Special Education and Rehabilitation, Belgrade, Republic of Serbia
Mira Jovanovska
Hearing, Speech and Voice Rehabilitation Center, Skopje, North Macedonia
Lana Jerkic Rajic
University in Belgrade, Faculty for Special Education and Rehabilitation, Belgrade, Republic of Serbia

Published 2022-06-23

Keywords

  • developmental language disorder,
  • phonological awareness,
  • typical language development,
  • children

How to Cite

1.
Vukovic M, Jovanovska M, Jerkic Rajic L. Phonological awareness in children with developmental language disorder. Arch Pub Health [Internet]. 2022 Jun. 23 [cited 2022 Nov. 30];14(1). Available from: https://id-press.eu/aph/article/view/6046

Abstract

Children with developmetal language disorder have impaired developmental pattern of language structure. Literature data speak in favor of delay and/or difficulties in development of phonological, lexical, morphological and syntactic structure, but the nature of developmental language disorder (DLD) has still not been elucidated. The aim of this paper was to present and analyze data about phonological awareness in children with DLD based on a systematic literature review. Also, we wanted to point out some methods of assessment and stimuli/encouragement in development of phonological abilities. The research presented in the analyzed literature have shown that current knowledge regarding phonological awareness in children with DLD is mainly obtained from comparative stuides of children with developmental language disorder and children with normal language development. A large number of results has revealed that different components of phonological awareness in children with DLD are less developed compared to their peers with typical development. Studies have also presented current assessment techniques and importance of phonological awareness preventive stimulation progams, which are an important indicator/parameter for the development of reading and writing as well as for onset of impairments in learning these skills.

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