Phonological Processing Disorder: A Case Study
Phonological Processing Disorder (PPD) is a speech sound disorder (SSD) whereby the child has not been able to accurately form, segment, discriminate or identify specific speech sounds (Bishop, Bishop, Bright, James, Delaney, & Tallal, 1999). Foreman (2011, p.324) stresses that “competency in blending sounds” is vital to helping children decode and read new or unfamiliar words as difficulty forming and using phonemic sounds, cues and rules in speech can contribute to difficulties with word use in reading and writing tasks. PPD is of unknown etiology; however, Rvachew (2007) explains that PPD is considered to be a familial but not necessarily genetic disorder. Difficulties with developing phonemic awareness can also be considered a symptom of,
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Harper’s mother states that she had to translate for him with other people and that Harper developed behaviour issues in relation to communication frustration (M. Behnam, personal communication, July 28, 2015). Now in Grade Three, Harper has overcome all behavioural issues; however Harper still experiences difficulty with his language skills. Harper demonstrates a tendency to use consonant cluster reduction by pronouncing certain words by leaving out consonant blends, sounds and syllables, i.e. glue could be said as goo or fish could be pronounced as ish. Harper is also prone to “Velar fronting” (Princeton Speech-Language & Learning Centre [PSLLC], 2009) and will substitute incorrect consonants or use extra sounds – i.e. run will be said as runt – when reading and forming words. Harper also experiences difficulties understanding and recording dictated instruction, such as writing spelling words in weekly spelling tests (M. Behnam, personal communication, July 28, 2015). Initially, PPD may present as difficulties understanding and forming words; however, as the child progresses through school, PPD symptoms – such as difficulty remembering or “encoding phonological information” (Leitao, Hogben & Fletcher, I997, p.92) – can also have a detrimental effect on furthering literacy, reading and writing
Harper’s mother states that she had to translate for him with other people and that Harper developed behaviour issues in relation to communication frustration (M. Behnam, personal communication, July 28, 2015). Now in Grade Three, Harper has overcome all behavioural issues; however Harper still experiences difficulty with his language skills. Harper demonstrates a tendency to use consonant cluster reduction by pronouncing certain words by leaving out consonant blends, sounds and syllables, i.e. glue could be said as goo or fish could be pronounced as ish. Harper is also prone to “Velar fronting” (Princeton Speech-Language & Learning Centre [PSLLC], 2009) and will substitute incorrect consonants or use extra sounds – i.e. run will be said as runt – when reading and forming words. Harper also experiences difficulties understanding and recording dictated instruction, such as writing spelling words in weekly spelling tests (M. Behnam, personal communication, July 28, 2015). Initially, PPD may present as difficulties understanding and forming words; however, as the child progresses through school, PPD symptoms – such as difficulty remembering or “encoding phonological information” (Leitao, Hogben & Fletcher, I997, p.92) – can also have a detrimental effect on furthering literacy, reading and writing