Literacy and Phonological Processing in German-speaking Children with Resolved Preschool Phonological Speech Disorders

The present study explores whether phonological speech disorders pose an increased risk for literacy difficulties in German-speaking children. 48 German-speaking primary school children, mainly from grades 1 and 2, with resolved phonological speech disorders (RPSD) were assessed for literacy and phonological processing and contrasted with data from comparison groups. Children with RPSD and a history of language impairments and children with isolated RPSD of the deviant consistent type were at highest risk of literacy difficulties. They showed spelling deficits which were for the majority associated with phonological processing problems. Protective environmental conditions (mainly German orthography and literacy instruction) may reduce the phonological deficit in the latter group but not their increased risk for literacy difficulties.