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An abstract of the thesis of David J. Andrews for the Master of Science in Speech Communication: Speech and Hearing Sciences presented May 3, 1994. Title: A Comparative Study of Phonemic Segmentation Skills in First Grade Children With Normal, Disordered, and Slow Expressive Language Development. Children with slow expressive language development often catch up to their normally developing peers in expressive language, but may still exhibit difficulties with metalinguistic skills. Research shows that children who have difficulty with phonemic awareness also have difficulty with reading, which is important for success in school. Speech-language pathologists assist children who have difficulty with expressive oral language and facilitate language development in children who have difficulties with learning metalinguistic skills, such as phonemic awareness. The purpose of the present study was to compare the phoneme segmentation skills in three groups of children: (a) children with a history of oral expressive language delay (HELD) (n= 22) who were identified as toddlers with slow developing expressive language, but caught up to their normally developing peers by first grade; (b) 2 children identified as toddlers with slow developing oral expressive language and by first grade still maintained the expressive language delays (ELD) (n= 7); and (c) children who were identified at age two as developing normal oral expressive language and maintained normal oral expressive language development (NL) (n= 23) in first

A Comparative Study of Phonemic Segmentation Skills in First Grade Children with Normal, Disordered, and Slow Expressive Language Development