بررسی فرایند واجی حذف همخوان‌های زبان فارسی در گفتار دانش‌آموزان مقطع ابتدایی مبتلا به سندرم داون در شهر تهران

Background and Aims: One of the most common language disorders in people suffering with Down syndrome is the deletion of language sounds, categorizing as Phonological Processes. This research deals with the ability to recognize of Persian language consonants, which mostly deleted in the speech of educable students (girls and boys) with Down syndrome who study in the third till sixth grades in Exceptional elementary schools, in Tehran city.

Materials and Methods: In this descriptive - analytical study, the method of data collection were based on field research, including 19 boys and 11 girls students with Down Syndrome, at the chronological age of 11-18 years old, speaking only Persian language. The method of research was based on spontaneous speech of students through the naming single words of 300 simple pictures, which were taken from the book of Virtual cultural of consonants, written by language and speech pathologist. All deleted consonants in the production of words by these students were considered, and the most common deleted consonants were registered. Then, in order to analyze their ability to recognize these deleted consonants used their writing skills. Besides, to confirm students' hearing health, Wepman's Test was used. Data were statistically analyzed via Kolmogorov-Smirnov and Wilcoxon tests, using SPSS software version 26.

Result: there was no significant difference between two variables, the most deleted consonants in speech and writing. (p<0.05).

Conclusion: findings showed that the participants have adequate ability of recognition of the most deleted consonants in their speech. Thus, the main cause of using frequently this phonological process (consonants deletion) was not for phonological errors, but for the structural and functional defects in the speech production organs.



Extended Abstract

INTRODUCTION

The purpose of this study was to analyze the ability of recognizing the Persian language sounds on educable elementary school students, 19 boys and 11 girls with Down syndrome (DS). In order to achieve this goal one of the most common phonological processes in the speech of this group, deletion language sounds, was used. During the consideration of the speech of students, it was noticed that the main deletion of Persian language sounds belonged to consonants groups. Then, this study focused on consonants deletion in speech production of students with DS. The main objectives of this study were: 1) to identify the most frequently deleted Persian consonants in the speech production of students, 2) to recognize the dominancy of students on the mostly omitted Persian consonants through the use of writing skill of students by words, including the most deleted Persian consonants in their speech, 3) to reach the origin of much using these Persian consonants as deletion phonological process in their speech.

MATERIALS and METHODS

The framework of this study was based on the Generative phonology was developed in 1960s by linguists Noam Chomsky and Halle. This descriptive- analytic study was conducted on 19 educable boys and 11 educable girls with DS, studying third, fourth, fifth, and sixth grades in the exceptional elementary schools in Tehran city, with the chronological age of 12-18 years old. All participants were Persian monolingual and were not reported any other physical and mental problems in their cases. The method of research was done through 3 levels. First of all, to confirm students' hearing health, the auditory Wepman's Test was used. The average score of this auditory test for all participants was 78, which according to the total scoring of this test, it is placed in the middle group. Secondly, the spontaneous Speech of students by the naming single words of 300 simple and familiar pictures was recorded. These pictures were selected from the book of "Visual culture of consonants", written by speech and language pathologist. All words, producing by Persian consonants deletion process for every student were separately considered and the most frequently consonants, omitting in participants' speech were registered. The last step, in order to analyze the students' ability of recognizing the most frequently deleted Persian consonants in speech was used their writing skills for the words, producing with the most frequently consonants deletion. Data were statistically analyzed via Kolmogorov-Smirnov and Wilcoxon tests, using SPSS software version 26 by using tables, then in the form of descriptive manner discussed.

RESULT

The findings of this research were considered to answer the three questions raised in this study. 1) The most frequently Persian consonants deleted in the speech production of students with DS were orderly: [r], [n], [t], [l], and [d]. 2) The statics of writing skills on words, including these mentioned deleted Persian consonants in speech, showed that there were not high measures of deletion of these consonants in writing skills, as were in speech productions. And the comparison of two variables (the most frequently deleted Persian consonants in speech and writing) emerged that there were not remarkable differences between two variables, (p<0.05). It means students with DS dominate these mentioned consonants and are able to recognize them well. 3) As the students with DS had adequate recognition on these mentioned consonants, then it is possible to relate the main cause of the high using of deletion phonological process in speech of students with DS to the structural and functional defects in the speech production organs, caused by genetic damage.

CONCLUSION

In conclusion, the educable students with DS, studying the third, fourth, fifth, and sixth grades in exceptional elementary schools in Tehran city have adequate ability of recognition the most frequently deleted consonants; [r], [n], [t], [l] and [d] in their speech. Thus, the main cause of using frequently deletion phonological process (consonants deletion) in their speech, was the structural and functional defects in the speech production organs. These findings would be helpful to in time intervention to improve the speech disorders of children with DS, during in the early years of their language development. Besides, it seems that the provided educational method in exceptional schools has worked well.