Psycholinguistic Assessment of Speech in Preschool Children: An Inventory of French-Language Tools
DOI:
https://doi.org/10.61989/xrrhg144Keywords:
speech, assessment, tests, preschool child, Speech Sound Disorder, speech-language assessmentAbstract
Context. Speech-language assessment relies on a variety of tools to objectively evaluate patients' skills and guide clinical decision-making. However, in children with Speech Sound Disorders, assessment practices focus primarily on speech production analysis, often overlooking underlying cognitive and linguistic processes.
Objectives. This study aims to catalog and classify French-language speech assessment tools for preschool-aged children using a psycholinguistic framework based on the model of Terband et al. (2019).
Methods. A systematic search was conducted across five sources: bibliographic databases, specialized test publishers' websites, French-language journals, article bibliographies, and expert consultations. Eligibility criteria included language, accessibility, and clinical relevance for children aged 3 to 6 years.
Results. A total of 35 tools, encompassing 54 tasks, were identified. The results reveal an imbalance between speech perception and production assessment, with a predominance of production-based tasks. The analysis of cognitive processes involved in speech remains incomplete, limiting clinicians' ability to formulate accurate diagnostic hypotheses.
Conclusion. This study highlights the need to develop more comprehensive tools, such as a dynamic assessment approach or real-life listening conditions. A better consideration of psycholinguistic processes could enhance the identification of Speech Sound Disorders and refine clinical interventions.
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