Visual stimuli in intervention approaches for pre-schoolers diagnosed with phonological delay

Abstract

The aim of this study was to develop and content validate specific speech and language intervention picture cards: The Letter-Sound (L&S) cards. The present study was also focused on assessing the influence of these cards on letter-sound correspondences and speech sound production. An expert panel of six speech and language therapists analysed and discussed the L&S cards based on several criteria previously established. A Speech and Language Therapist carried out a 6-week therapeutic intervention with a group of seven Portuguese phonologically delayed pre-schoolers aged 5;3 to 6;5. The modified Bland–Altman method revealed good agreement among evaluators, that is the majority of the values was between the agreement limits. Additional outcome measures were collected before and after the therapeutic intervention process. Results indicate that the L&S cards facilitate the acquisition of letter-sound correspondences. Regarding speech sound production, some improvements were also observed at word level. The L&S cards are therefore likely to give phonetic cues, which are crucial for the correct production of therapeutic targets. These visual cues seemed to have helped children with phonological delay develop the above-mentioned skills.

Keywords:

• Children
• content validity
• pre-literacy
• phonological delay
• visual stimuli

Acknowledgements

The authors would like to thank Sandra Loureiro, Ana Julia Floro and all early childhood educators. This work was also supported by FCT, through CIDMA and IEETA, within projects UID/MAT/04106/2013 and UID/CEC/00127/2013. This work was developed as part of the M.Sc. in Speech and Hearing Sciences at the University of Aveiro, Portugal: Pedro, C. (2013). A importância dos estímulos visuais em crianças com atraso fonológico [The influence of visual stimuli in children with phonological delay]. M.Sc. Thesis, University of Aveiro, Portugal; Pereira, R. (2014). Aquisição de Competências Pré-Literacia [Acquisition of Early Literacy Skills]. M.Sc. Thesis, University of Aveiro, Portugal.

Disclosure statement

The authors report no declarations of interest.

Notes

1 This assessment instrument has been previously used in Portuguese children with speech sound disorders by Lousada, Jesus, Capelas, Margaça, Simões, Valente, Hall & Joffe (26) and Lousada, Jesus, Hall & Joffe (51).

Additional information

Funding

This work was supported by FCT, through CIDMA and IEETA, within projects UID/MAT/04106/2013 and UID/CEC/00127/2013.