The concept of the phonological disorder: questionnaire-based survey of Lithuanian speech and language therapists

Abstract

Short introduction. Phonetic and phonological disorders are the most common disorders in pre-school (10–15%) and school age (6%) children (Enderby et al., 2009; McLeod, Harrison, 2009; Lof, 2015). In the international context, an obvious progress in research on speech sound disorders of children in English is observed (Roddam, McCurtin, Murphy, 2019; Baker, McLeod, 2011b). Despite that, cross-linguistic research studies still too little emphasise the highlight specific characteristics of phonological disorder of other language groups (e.g. Baltic, Slavic, Finno-Ugric etc.). Moreover, relevance of this topic is substantiated by the situation of the recent decade of intensive search for mmon definitions of speech and language disorders throughout the European Union countries (Dokoza et al., 2015). The research aim. To identify structural components of the concept of the phonological disorder and manifestation of them. Methods and research sample. An authentic online questionnaire-based survey designed by the researchers was used. Descriptive statistics, multi-dimensional statistical methods were employed: exploratory factorial analyses, second order factor analysis (Varimax rotation). 162 of Lithuanian speech and language therapists (SLTs) from Lithuania took part in the research. The research sample was formed by probability sampling; simple random sampling was applied. Main results and conclusions. When differentiating and identifying the phonological disorder, the following features are significant by opinion of Lithuanian SLTs: difficulties of the phonological awareness, speech and adjacent difficulties in learning; consistent errors in substituting, omitting, assimilating sounds; alterations in speech motor skills; difficulties in the use of sound in speech and syllables, repetition of words. These features and their characteristics will be discussed in more detail way. To sum up manifestation of them, the respondents assessed difficulties in the use of sounds and syllables, repetition of words and phonological awareness in highest scores. The lowest scores were given to speech motor skills, i.e. alterations of breathing, voice, phonation and prosody as well as structure and functions of the apparatus of articulation.