Learning From Research: Thinking About Why and How to Promote Word Reading in Children With Speech Sound Disorder

Purpose: The purpose of this clinical focus article is to review why speech sound disorder (SSD) puts children at risk for word reading difficulties and how speech-language pathologists can integrate foundational word reading skills to reduce this risk. Method: The triangle model was reviewed to identify phonological awareness, orthographic knowledge, and language as integrated foundational word reading skills for skilled word reading. Reading research in SSD suggests that children with SSD often exhibit poor phonological awareness, limited orthographic knowledge, and may have potential language deficits increasing risk of word reading difficulties. Recent evidence suggests that one or more reduced foundational word reading skills may decrease the interconnected strength among these three skills, negatively impacting accurate and fluent word reading development. Results: Informed by theory and SSD research, clinical recommendations were provided to guide assessment and intervention for children with SSD. Two hypothetical case studies illustrated the practical implementation of these recommendations in both assessment and intervention planning. Conclusions: Although SSD elevates the risk of word reading difficulties, not all children with SSD present with these difficulties. Recognizing the interplay of strengths and weaknesses between phonological awareness, orthographic knowledge, and language skills may explain word reading variability in children with SSD. Integrating these foundational word reading skills into SSD assessment and intervention is essential, as recent evidence indicates that deficits in these skill areas may reduce the connections crucial for accurate and fluent word reading. This comprehensive approach, outlined in the clinical recommendations, not only enhances speech sound production for effective communication but also holds significant potential to promote word reading. Understanding and supporting the dynamic relationship between speech and foundational word reading skills in children with SSD can help optimize their reading achievement.