Identifying Risk Factors for Literacy Difficulties in Speech Sound Disorder: A Systematic Review and Meta-Analysis

Abstract

Children with speech sound disorder (SSD) are at risk for literacy difficulties. Research suggests that one risk factor alone does not lead to these difficulties but instead multiple risk factors. The present systematic review and meta-analysis aimed to determine what early literacy skills are risk factors in children with SSD while considering language ability, and the extent that other factors are measured. Descriptive results suggest that children with SSD demonstrate risk in all early literacy skills with language serving as a protective factor. However, meta-analyses revealed poorer performance in only orthographic knowledge, word reading, and spelling as compared to typical speech peers with language not moderating. Additionally, meta-analyses limitations identified the need for future research to examine these skills and moderating factors to address the heterogeneity of current early literacy literature in SSD. Clinicians should assess and monitor early literacy skill development in SSD and integrate these skills within intervention.