Keywords
Dyslexia
Reading
Learning Disorders
Phonetics
Child Language
How to Cite
Abstract
Objective: To determine the association between speech sound disorders and indicators of developmental dyslexia in primary school children aged 7 to 10 years from an educational institution in Lima, Peru. Methods: A quantitative, observational, cross-sectional, and correlational study was conducted. The sample consisted of 80 schoolchildren selected through non-probabilistic convenience sampling. Speech sound disorders were assessed using the Revised Phonetic-Phonological Evaluation Protocol (PEFF-R), while indicators of developmental dyslexia were evaluated using the Exploratory Test of Specific Dyslexia (TEDE). Descriptive and correlational analyses were performed using Spearman’s rho coefficient, considering a significance level of p < .05. Results: A moderate positive and statistically significant association was found between speech sound disorders and indicators of developmental dyslexia (ρ = 0.517; p < .001). Significant correlations were also observed for letter and syllable reversals (ρ = 0.654), substitutions (ρ = 0.597), omissions (ρ = 0.566), and additions of letters, syllables, and words (ρ = 0.528). Moderate levels predominated in both speech sound disorders and dyslexia indicators. Conclusions: Phonological and phonetic-phonological speech alterations are significantly associated with reading difficulties compatible with indicators of developmental dyslexia. These findings highlight the importance of early detection and intervention for phonological difficulties in order to prevent reading and writing impairments during the school years.
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