LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 1 January 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Phonological Process Analysis in Telugu Speaking Children with Dyslexia

Nageshwar Patlolla, M.Sc. (ASLP)
Lakshmi Venkatesh, Ph.D.
Swathi Ravindra, Ph.D.

Abstract

Introduction: An underlying phonological deficit has been indicated as the best candidate for the cause of dyslexia or word decoding difficulties (Snowling, 2006). There is some evidence for concomitance of speech sound disorders in children with dyslexia indicating the need to study speech production abilities in children with dyslexia.

Aim: The aim of the study was to study the type and frequency of phonological processes occurring in the speech of Telugu speaking children with dyslexia and age matched typically developing children in the age range of 5-6.5 years.

Method: Thirty Telugu speaking children (15 children with dyslexia and 15 typically developing children) participated in the present study. Speech samples elicited from children with the help of picture cards of Telugu Test of Articulation and Phonology (TTAP; Vasanta, 1990) were subjected to phonological process analyses using the method described by Vasanta (1990).

Results: Children with dyslexia continued to demonstrate phonological processes in their speech even beyond six years of age. In comparison to typically developing children, majority of children with dyslexia showed the presence of processes in the categories of syllable structure, substitution and assimilation processes.

Discussion: The observation of presence of phonological processes in the speech of telugu speaking children with dyslexia even at the age of six and a half years are consistent with the findings of persisting phonological inaccuracy and processes among children with reading difficulties (Caravolas & Volin, 2001; Svensson & Jacobson, 2005).

Conclusion: Delayed phonological processes present in children with dyslexia when compared to age matched typically developing children supports the notion of an underlying phonological deficit leading to the deficits in different domains in dyslexia.

Key words: Dyslexia, Phonological Processes, Syllable Structure Processes, Assimilation Processes, Telugu

Introduction

The term dyslexia is derived from Latin and Greek. “Dys” means in Latin “Bad”, “Lexis” is means for “speech” in Greek. The term dyslexia has been used to indicate impairment in reading ability. The scientific study of dyslexia first came into prominence in the late 1960’s when one of the main issues of debate was whether “dyslexia” was different from plain poor reading. Dyslexia is a type of Specific Learning Disability. The International Dyslexia Association (IDA; 2002) and National Institute of Child Health and Human Development (NICHD) emphasize the word level deficits in their definition of dyslexia.

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Nageshwar Patlolla, M.Sc. (ASLP), Corresponding Author
All India Institute of Speech & Hearing (AIISH)
University of Mysore
Mysore 570 006
Karnataka
India
nageshaslp@gmail.com

Lakshmi Venkatesh, Ph.D.
Dr. S. R. Chandrasekhar Institute of Speech & Hearing
Bangalore
Karnataka
India
lakshmi27@gmail.com

Swathi Ravindra, Ph.D.
Sweekaar Degree College of Hearing Language and Speech
Osmania University
Secunderabad
Andhra Pradesh
India
bythaswathi@yahoo.co.uk
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