| Summary: | The purpose of this study was to investigate the relationships between the
phonological and metaphonological skills of nineteen 3- to 5-year-old children with
moderately severe to severe phonological disorders, and to observe the effects of two types of
intervention on the children awareness skills. Seven metaphonological tasks were used which
required children to recite nursery rhymes, to produce alliterations and rhymes, to segment
disyllabic and monosyllabic words, and to change the names of objects. Children's
metaphonological skills were tested (a) before intervention (b) following phonological
intervention, and (c) following metaphonological plus phonological intervention. The results
suggested that children's metaphonological abilities were related to their phonological and
morphosyntactic production skills. Intervention outcomes indicated that both types of
intervention may result in a significant increase in children's metaphonological task
performance. It was further observed that children with more moderate phonological
disorders and good morphosyntactic production skills tended to improve on the
metaphonological tasks following phonological intervention alone. Children with more severe
phonological and morphosyntactic disorders tended to increase their task performance only
following phonological plus metaphonological intervention. === Medicine, Faculty of === Audiology and Speech Sciences, School of === Graduate
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