- 期刊
學齡前兒童音韻異常分析
Analysis of Phonological Disorder among Preschool Children
摘要
兒童語音異常是門診中常見的語言發展問題。之前關於兒童語言發展問題研究的統計，多以大規模普查爲主，構音異常則是其中的分項測驗。我們統計自民國94年12月起至民國97年12月底，共25個月期間，因爲說話不清楚來本院就診的兒童，根據臨床檢查、家屬的描述與病史記載，排除語言發展遲緩、聽力問題、智能障礙、口腔構造異常、廣泛性發展障礙和染色體異常等，將符合「音韻異常」的學齡前兒童，利用「國語正音檢核表」與「國音學」來分析音韻異常型態、構音位置與方法的異常。統計門診疑似語言發展問題患童，結果共有801位兒童接受語言評估，其中318 位爲診斷音韻異常，加上年齡限制後，共126位患童納入本次統計，男童85位，女童41位，平均年齡爲4.8歲，音韻異常最常見的音前三位爲「ㄔ」、「ㄕ」和「ㄓ」，平均每個孩子的錯誤音可高達9.2個注音符號。聲母錯誤比率仍然佔多數，佔全部錯誤音90.0%，韻母部分錯誤則佔全部10.0%。最常見聲母的發音錯誤方式爲「取代音」，韻母錯誤發音方式爲「省略音」。不管聲母或韻母的錯誤音，皆可發現只要不容易辨識口腔內舌頭位置與形狀的音，如舌尖前音、舌尖後音、聲隨韻母及複韻母等，就容易造成兒童的發音錯誤。
並列摘要
Speech sound errors have been noted as the most common speech disorder among children. However, recent studies about pronunciation errors among preschool children are lacking. Our aim was to evaluate the characteristics and frequency of pronunciation errors among pre-school children with phonological disorder in Taiwan. Between December 2006 and November 2008, we recruited children visiting our outpatient department for evaluation of speech sound errors. Children with speech delay, hearing loss, mental retardation, orofacial abnormalities, chromosomal abnormalities and other pervasive developmental disorders identified by clinical evaluation and clinical birth histories acquired from their families were excluded. Finally, 126 children who met the criteria of phonological disorder were enrolled in this study. All pronunciation errors were analyzed by manner rules, including substitution, omission, distortion and addition. The data of all 126 children were analyzed. The most common error sounds in order of frequency were ”ㄔ”, ”ㄕ” and ”ㄓ”. Each child had an average of 9.2 pronunciation errors. Consonant errors were far more common than were vowel errors. The consonant error rate was 90% and vowel error rate was 10%. The most common pronunciation errors among consonants were substitution errors. The most common pronunciation errors among vowels were omission errors. In this study we found that children with phonological disorder had difficulty with complex sounds, especially those phonetic symbols needing fine oral and nasal coordination. According to our study, careful evaluation and long-term follow-up of these children is necessary.