Summary of the Systematic Review

Article Citation

A Systematic Review and Classification of Interventions for Speech-Sound Disorder in Preschool Children

Wren, Y., Harding, S., et al. (2018).
International Journal of Language & Communication Disorders, 53(3), 446-467.
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Sponsoring Body

National Institute for Health Research (United Kingdom)

Article Quality Ratings

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Indicators of Review Quality

  • Yes The review states a clearly focused question/aim.
  • Yes Criteria for inclusion of studies are provided.
  • Yes Search strategy described in sufficient detail for replication.
  • Yes Included studies are assessed for study quality.
  • No Quality assessments are reproducible.
  • Yes Characteristics of the included studies are provided.

Article Details


This is a systematic review of randomized controlled trials, experimental, and quasi-experimental studies investigating interventions in preschool children with speech sound disorders.

Questions/Aims Addressed

"The aim of this study was to review systematically and critically appraise the strength of the evidence for interventions for SSD [speech sound disorders] in preschool children and then categorize those interventions which fulfilled the selection criteria within the model of classifications of interventions for SSD" (pp. 448-449).


Preschool children with speech sound disorders


Speech sound disorder interventions

Number of Studies Included

26 studies within 25 articles

Years Included

Inception through January 2012

Conclusions from This Systematic Review

What are Conclusions?

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Findings suggested evidence to support certain intervention approaches (e.g., environmental, auditory-perceptual, cognitive-linguistic, production, integrated) for preschool children with speech sound disorders. The authors indicated that more included studies supported interventions targeting imitation and drill procedures or using cognitive-linguistic approaches; however, findings indicated higher graded evidence for interventions targeting phoneme perception, combined and unspecified approaches for preschool children with speech sound disorders.

Keywords: Articulation/Phonological Disorder (Unknown Etiology), Phonemic Awareness Intervention

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