Literacy Skills Intervention Program in Preschoolers with Speech Sound Disorder
Abstract
Speaking skill is considered imperative at various age categories, including preschool age. Speech sound disorder, or SSD, is classified as a communication disorder that hinders a person from producing the right sound. This issue then becomes substantial because the ability of young children to speak is one of the main aspects of literacy, which is needed at later age categories. This research aims to collect scientific studies that examine interventions related to the literacy of preschoolers with SSD. Based on three databases (i.e., SAGE, ScienceDirect, ProQuest), six scientific studies are relevant to this research topic and its characteristics. The results of this study indicate four aspects of literacy skills that preschoolers with SSD tend to lack: phonological awareness, articulation, vocabulary, and print knowledge. Additionally, the involvement of the social environment, such as parents and educators, is mentioned to be an essential factor in the success of literacy interventions given to preschoolers with SSD. These findings can be used as reference material to be adapted in the context of SSD and literacy in preschoolers in Indonesia.
Keterampilan seseorang dalam berbicara tergolong penting pada berbagai jenjang usia, tidak terkecuali saat usia prasekolah. Speech Sound Disorder atau SSD merupakan gangguan komunikasi yang menghambat seseorang dalam memproduksi bunyi suara yang tepat. Hal ini kemudian menjadi isu substansial sebab kemampuan anak usia dini dalam berbicara merupakan salah satu aspek utama dalam literasi, yang dibutuhkan pada jenjang-jenjang usia selanjutnya. Penelitian ini bertujuan untuk menghimpun studi-studi ilmiah yang mengkaji intervensi yang berkaitan dengan kemampuan literasi anak prasekolah dengan SSD. Berdasarkan pencarian melalui tiga database (i.e., SAGE, ScienceDirect, ProQuest), didapati enam studi ilmiah yang relevan dengan topik dan karakteristik penelitian ini. Hasil dari penelitian ini menunjukkan bahwa terdapat empat aspek kemampuan literasi yang anak prasekolah dengan SSD cenderung kurang kuasai yakni kesadaran fonologis (phonological awareness), artikulasi, kosa kata, dan pengetahuan buku (print knowledge). Selain itu, keterlibatan lingkungan sosial seperti orangtua maupun tenaga pendidik dikatakan sebagai faktor esensial dalam keberhasilan intervensi literasi yang diberikan pada anak prasekolah dengan SSD. Temuan ini kemudian dapat menjadi bahan referensi untuk diadaptasi pada konteks SSD dan literasi pada anak prasekolah yang ada di Indonesia.
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DOI: http://dx.doi.org/10.30872/psikoborneo.v11i1.10105
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