What question did this study set out to answer?

The objective is to provide speech-language pathologists with guidance for assessing speech sound disorders in Saudi Arabic-speaking children.

March 27, 2026

Assessment of Speech Sound Disorders in Saudi Arabic–Speaking Children and Similar Gulf Dialects: A Tutorial for Culturally Responsive Practice

Key Points

The objective is to provide speech-language pathologists with guidance for assessing speech sound disorders in Saudi Arabic-speaking children.
Developed tools for assessing speech sound disorders in Saudi dialects of Arabic
Guidance on culturally sensitive case history collection and phonetic/phonemic analysis
Use of single-word and connected speech samples for assessments
Incorporation of dialectal features and emerging research
Proposed adaptations like dynamic assessment and narrow transcription
The tutorial presents a framework to differentiate dialectal features from speech disorders
Clinicians are guided on selecting and interpreting culturally relevant assessment data
Emphasizes flexible, informal assessment tools to improve diagnostic accuracy

Abstract

Purpose: This tutorial supports speech-language pathologists in assessing speech sound disorders (SSDs) in Saudi Arabic–speaking children—a population underserved by standardized clinical tools and psychometrically validated resources. Particular attention is given to dialectal variation, diglossia, and cultural considerations influencing assessment outcomes. Method: Drawing on empirical findings, researcher-developed tools, and region-specific phonological profiles, this tutorial provides step-by-step guidance for assessing SSDs in children who speak Saudi dialects of Arabic. The tutorial outlines procedures for culturally sensitive case history collection, phonetic and phonemic analysis, intelligibility screening, stimulability, speech perception, and participation measures. Strategies include the use of single-word and connected speech samples and the application of both relational and independent analyses. Additionally, examples from emerging research in Najdi and Hijazi dialects are integrated, and limitations of currently available Arabic-language tools are critically examined. Results: The tutorial offers a comprehensive framework that differentiates dialectal features from disordered speech, guiding clinicians in selecting and interpreting assessment data. It emphasizes the use of flexible, informal tools and proposes adaptations such as dynamic assessment, narrow transcription, and whole-word proximity measures to enhance diagnostic accuracy in the absence of standardized tests. Conclusion: This work contributes to more equitable and culturally informed SSD assessment practices for Arabic-speaking children and provides a foundation for developing clinically appropriate resources tailored to Saudi Arabic dialects. Supplemental Material: https://doi.org/10.23641/asha.31449526

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