Abstract Speech sound disorders are a common communication difficulty in preschool children. Teachers indicate difficulty identifying and supporting these children. The aim of this research was to describe speech and language characteristics of children identified by their parents and/or teachers as having possible communication concerns. 275 Australian 4- to 5-year-old children from 45 preschools whose parents and teachers were concerned about their talking participated in speech-language pathology assessments to examine speech, language, literacy, non-verbal intelligence, oromotor skills and hearing. The majority (71.3%) of children demonstrated lower consonant accuracy than expected for their age, 63.9% did not pass the language-screening task, 65.5% had not been assessed and 72.4% had not received intervention from a speech-language pathologist. The 132 children who were identified with speech sound disorder (phonological impairment) were more likely to be male (62.9%) who were unintelligible to unfamiliar listeners, and had poor emergent literacy and phonological processing skills, despite having typical hearing, oral structures, and intelligence. Children identified by parents and teachers with concerns may have a range of speech, language and communication needs requiring professional support.

中文翻译：

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存在识字困难风险的澳大利亚学龄前儿童语言障碍的概况

摘要 言语声音障碍是学龄前儿童常见的交流障碍。教师表示难以识别和支持这些儿童。本研究的目的是描述被父母和/或老师认为可能存在沟通问题的儿童的言语和语言特征。来自 45 所幼儿园的 275 名澳大利亚 4 至 5 岁儿童，他们的父母和老师担心他们的谈话，他们参加了言语语言病理学评估，以检查言语、语言、读写能力、非语言智力、口部运动技能和听力。大多数 (71.3%) 儿童的辅音准确度低于他们年龄的预期，63.9% 没有通过语言筛选任务，65.5% 没有接受评估，72。4% 的人没有接受过语言病理学家的干预。132 名被确定为语音障碍（语音障碍）的儿童更可能是男性 (62.9%)，他们对不熟悉的听众无法理解，并且尽管具有典型的听力、口腔结构和智力。家长和老师认为有顾虑的儿童可能有一系列需要专业支持的言语、语言和交流需求。