Playful phonological program to improve functional dyslalia in preschool children

The present work explores functional dyslalia in young children. To test the hypothesis, an experimental study was conducted with 38 children to determine the level of functional dyslalia. The methodology included implementing a phonological play program specifically designed to address the articulation problems of these children. Before and after the intervention, the study group was assessed by standardized articulation and phonological skills tests. The results showed a significant improvement in the children's ability to correctly articulate previously affected phonemes. In addition, improvements in general phonological skills, such as phonemic awareness and auditory discrimination, were observed. These results highlight the importance of play-based approaches in the intervention of language disorders and provide a solid basis for future research and practical applications in speech therapy and early childhood education.