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Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis.

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Title: Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis.
Authors: Walquist-Sørli, Line1, Caglar-Ryeng, Ømur1, Furnes, Bjarte2, Nergård-Nilssen, Trude1, Donolato, Enrica3, Melby-Lervåg, Monica1,3,4 monica.melby-lervag@isp.uio.no
Source: Journal of Speech, Language & Hearing Research. Jan2025, Vol. 68 Issue 1, p164-177. 14p.
Subject Terms: *Dyslexia, *Reading disability, *Children with disabilities, *Language disorders, *Speech disorders, *ERIC (Information retrieval system), *Children, Risk factors, Risk assessment, Research funding, Meta-analysis, Descriptive statistics, Systematic reviews, MEDLINE, Inferential statistics, Data analysis software, Confidence intervals, Psychology information storage & retrieval systems, Regression analysis, Disease risk factors, Disease complications
Abstract: Background: Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This metaanalysis examines whether these children are at higher risk of language and reading difficulties compared to their peers. Method: The study analyzed 290 effect sizes from cross-sectional and longitudinal studies that compared language and reading skills between children with speech sound difficulties and controls. Additionally, we evaluated 37 effect sizes from correlational studies in general populations to examine the relationship between speech sound skills and language or reading skills. Results: Children with speech sound difficulties showed significant concurrent language (Hedges' g = --0.60) and reading (Hedges' g = --0.58) problems. Correlational studies also demonstrated a relationship between speech sound skills and language (r = .23) and reading (r = .23) skills. Phonological awareness and study quality were significant moderators. Longitudinal studies showed persistent or increasing group differences over time in language (Hedges' g = --0.85) and reading (Hedges' g = --0.50). These findings were consistent regardless of the severity or types of speech sound difficulties, nonverbal IQ, country, age, and publication year. However, a precision-effect test and the precision-effect estimate with standard errors analysis suggested a potential decrease in effect size due to publication bias from small sample sizes in primary studies. Conclusion: Children with speech sound difficulties are at an increased risk of language and reading difficulties, emphasizing the need for broader language assessments and early interventions to mitigate future academic difficulties. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Are Speech Sound Difficulties Risk Factors for Difficulties in Language and Reading Skills? A Systematic Review and Meta-Analysis.
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  Data: <searchLink fieldCode="AR" term="%22Walquist-Sørli%2C+Line%22">Walquist-Sørli, Line</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Caglar-Ryeng%2C+Ømur%22">Caglar-Ryeng, Ømur</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Furnes%2C+Bjarte%22">Furnes, Bjarte</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Nergård-Nilssen%2C+Trude%22">Nergård-Nilssen, Trude</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Donolato%2C+Enrica%22">Donolato, Enrica</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Melby-Lervåg%2C+Monica%22">Melby-Lervåg, Monica</searchLink><relatesTo>1,3,4</relatesTo><i> monica.melby-lervag@isp.uio.no</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Jan2025, Vol. 68 Issue 1, p164-177. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+disorders%22">Speech disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Risk+factors%22">Risk factors</searchLink><br /><searchLink fieldCode="DE" term="%22Risk+assessment%22">Risk assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Inferential+statistics%22">Inferential statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Disease+risk+factors%22">Disease risk factors</searchLink><br /><searchLink fieldCode="DE" term="%22Disease+complications%22">Disease complications</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Children with speech sound difficulties often require educational psychology services, yet systematic reviews examining the association between these difficulties and language or reading problems are lacking. This metaanalysis examines whether these children are at higher risk of language and reading difficulties compared to their peers. Method: The study analyzed 290 effect sizes from cross-sectional and longitudinal studies that compared language and reading skills between children with speech sound difficulties and controls. Additionally, we evaluated 37 effect sizes from correlational studies in general populations to examine the relationship between speech sound skills and language or reading skills. Results: Children with speech sound difficulties showed significant concurrent language (Hedges' g = --0.60) and reading (Hedges' g = --0.58) problems. Correlational studies also demonstrated a relationship between speech sound skills and language (r = .23) and reading (r = .23) skills. Phonological awareness and study quality were significant moderators. Longitudinal studies showed persistent or increasing group differences over time in language (Hedges' g = --0.85) and reading (Hedges' g = --0.50). These findings were consistent regardless of the severity or types of speech sound difficulties, nonverbal IQ, country, age, and publication year. However, a precision-effect test and the precision-effect estimate with standard errors analysis suggested a potential decrease in effect size due to publication bias from small sample sizes in primary studies. Conclusion: Children with speech sound difficulties are at an increased risk of language and reading difficulties, emphasizing the need for broader language assessments and early interventions to mitigate future academic difficulties. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1044/2024_JSLHR-24-00170
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      – Code: eng
        Text: English
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      – SubjectFull: Dyslexia
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      – SubjectFull: Children with disabilities
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      – SubjectFull: Language disorders
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      – SubjectFull: Speech disorders
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