Phonological Awareness Skills of Six-year-old Children with Mild and Moderate Articulation Disorders

Abstract

An investigation of the phonological awareness skills of children with mild and moderate articulation disorders is presented in this thesis. A sample of 24 first graders, 12 of whom had normal articulation and the other 12 having “mild” articulation disorders as determined by a standardized test, were assessed on measures of phonological awareness. A statistically significant difference was found between the performance of these two groups.