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Yıl 2025, Cilt: 9 Sayı: 20, 186 - 204, 21.07.2025

Murat Balcı , Rusen Meylani , Hadiye Küçükkaragöz

Öz

Kaynakça

  • Barnes, E. M., Grifenhagen, J. F., & Dickinson, D. K. (2016). Academic language in early childhood classrooms. The Reading Teacher, 70(1), 39–48. https://doi.org/10.1002/trtr.1463
  • Batez, M., Milošević, Ž., Mikulić, I., Sporiš, G., Mačak, D., & Trajković, N. (2021). Relationship between motor competence, physical fitness, and academic achievement in young school-aged children. BioMed Research International, 2021, Article 6631365.
  • Burns, J., & O’Connor, R. S. (2023). Exploring clinicians’ experiences of engaging in collaborative music therapy and speech and language therapy for children with an acquired brain injury. Approaches. https://doi.org/10.56883/aijmt.2024.37
  • Ekasari, T. (2022). Penerapan metode integral stimulation terhadap pasien Dislalia. Jurnal Teras Kesehatan, 5(1), 31–38. https://doi.org/10.38215/jtkes.v5i1.97
  • Elhady, R., Elmahdy, M., Hamed, I., & Abdennadher, S. (2017). A game with the purpose of automatic detection of children’s speech disabilities using limited speech resources. In Proceedings of the Workshop Natural Language Processing and Information Retrieval (pp. 28–34). Incoma Ltd. Shoumen, Bulgaria. https://doi.org/10.26615/978-954-452-038-0_004
  • Estes, A., Munson, J., John, T. S., Dager, S. R., Rodda, A., Botteron, K., Hazlett, H., Schultz, R. T., Zwaigenbaum, L., Piven, J., Guralnick, M. J., & IBIS network. (2018). Parent support of preschool peer relationships in younger siblings of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(4), 1122–1132.
  • Fink, E., & de Rosnay, M. (2023). Examining links between affective empathy, cognitive empathy, and peer relationships during school transition. Social Development, 32(4), 1208–1226.
  • Fu, R., Chen, X., Wang, L., & Yang, F. (2016). Developmental trajectories of academic achievement in Chinese children: Contributions of early social-behavioral functioning. Journal of Educational Psychology, 108(7), 1001–1012. https://doi.org/10.1037/edu0000100
  • Gilbert, L. R., Spears Brown, C., & Mistry, R. S. (2017). Latino immigrant parents’ financial stress, depression, and academic involvement predicting child academic success. Psychology in the Schools, 54(9), 1202–1215. https://doi.org/10.1002/pits.22067
  • Gobrial, E. (2019). Comorbid mental health disorders in children and young people with intellectual disabilities and autism spectrum disorders. Advances in Mental Health and Intellectual Disabilities, 13(5), 173–181. https://doi.org/10.1108/AMHID-05-2018-0026
  • Gómez Pérez, I. A., Gallardo-Montes, C. D. P., Ballesta-Claver, J., & Ayllón Blanco, M. F. (2023). Assessing self-concept in children (aged 5–7) with functional dyslalia. Children, 10(7), 1238.
  • Haapala, E. A., Väistö, J., Lintu, N., Westgate, K., Ekelund, U., Poikkeus, A.-M., Brage, S., & Lakka, T. A. (2017). Physical activity and sedentary time in relation to academic achievement in children. Journal of Science and Medicine in Sport, 20(6), 583–589.
  • Hildebrand, M. S., Jackson, V. E., Scerri, T. S., Van Reyk, O., Coleman, M., Braden, R. O., …, & Morgan, A. T. (2020). Severe childhood speech disorder: Gene discovery highlights transcriptional dysregulation. Neurology, 94(20), Article e2148–e2167.
  • Hsu, W.-C., Fuh, L.-J., & Liao, S.-C. (2024). Tickling the heart: Integrating social emotional learning into medical education to cultivate empathetic, resilient, and holistically developed physicians. Frontiers in Medicine, 11, Article 1368858. https://doi.org/10.3389/fmed.2024.1368858
  • Jiang, Y. (2021). How socio-economic status affects academic performance. Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.210519.255
  • Khulusinniyah, K., & Maflaha, M. (2023). Improving the social emotional aspect of children through outbound water transfer activities. Buana Pendidikan Jurnal Fakultas Keguruan dan Ilmu Pendidikan, 19(1), 61–68. https://doi.org/10.36456/bp.vol19.no1.a6688
  • Kim, S. J. (2016). The role of peer relationships and interactions in preschool bilingual children’s responses to picture books. Journal of Early Childhood Literacy, 16(3), 311–337.
  • Kirk, G., & Jay, J. (2018). Supporting kindergarten children’s social and emotional development: Examining the synergetic role of environments, play, and relationships. Journal of Research in Childhood Education, 32(4), 472–485. https://doi.org/10.1080/02568543.2018.1495671
  • Lewis, B. A., Freebairn, L., Tag, J., Igo, R. P., Ciesla, A., Iyengar, S. K., Stein, C. M., & Taylor, H. G. (2019). Differential long-term outcomes for individuals with histories of preschool speech sound disorders. American Journal of Speech-Language Pathology, 28(4), 1582–1596.
  • Li, S., Tang, Y., & Zheng, Y. (2023). How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model. Frontiers in Psychology, 14, Article 1065978. https://doi.org/10.3389/fpsyg.2023.1065978
  • Lin, Q., Fu, H., Wan, Y., Zhou, N., & Xu, H. (2018). Chinese children’s imaginary companions: Relations with peer relationships and social competence. International Journal of Psychology, 53(5), 388–396. https://doi.org/10.1002/ijop.12392
  • Liu, L., Shi, R., Zhai, P., & Wang, M. (2023). Parental harsh discipline and children’s anxiety in China: An examination of the moderating and mediating roles of teacher–student relationships and peer relationships. Psychology of Violence, 13(6), 497–506.
  • López-Hernández, E., Acosta-Rodas, P., Cruz-Cárdenas, J., & Ramos-Galarza, C. (2021). Intervención musicoterapéutica para mejorar la memoria, atención y lenguaje in niños con dislalia. Revista Ecuatoriana de Neurologia, 30(2), 48–56. https://doi.org/10.46997/revecuatneurol30200048
  • Marchesi, A., D’Apote, D., D’Apote, A., Ciancaglini, R., & Strohmenger, L. (2019). The correlation between temporomandibular disorders, atypical swallowing and dyslalia. International Journal of Oral and Craniofacial Science, 010–014.
  • Martínez-Vérez, V., Gil-Ruíz, P., & Domínguez-Lloria, S. (2024). Interventions through art therapy and music therapy in autism spectrum disorder, ADHD, language disorders, and learning disabilities in pediatric-aged children: A systematic review. Children, 11(6), 706. https://doi.org/10.3390/children11060706
  • Metea, K. (2019). Longitudinal study regarding the frequency of speech disorders at the level of the speech therapy Nicolae Iorga office from Baia Mare. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare, 5(1), 50–57. https://doi.org/10.26744/rrttlc.2019.5.1.08
  • Mohorovic, L., Lavezzi, A., Jonjić, N., Štifter, S., Perry, G., Malatestinić, D., …, & Petrović, O. (2017). Methemoglobinemia as biomarker and precursor of brain capillary oxidative damage link to ferric iron accumulation and originator of neurodegenerative diseases. Journal of Systems and Integrative Neuroscience, 3(5). https://doi.org/10.15761/JSIN.1000180
  • Mora Espinoza, L. M., Mora Espinoza, C. A., Quintero Espinoza, C. V., Villon Gonzabay, W. O., & Yagual Montoya, V. V. (2024). Playful phonological program to improve functional dyslalia in preschool children. Universidad Ciencia y Tecnología, 28(Special), 259–267.
  • Nweze, T., Nwoke, M. B., Nwufo, J. I., Aniekwu, R. I., & Lange, F. (2021). Working for the future: Parentally deprived Nigerian children have enhanced working memory ability. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 62(3), 280–288.
  • Obiweluozo, P. E., Ede, M. O., Onwurah, C. N., Uzodinma, U. E., Dike, I. C., & Ejiofor, J. N. (2021). Impact of cognitive behavioural play therapy on social anxiety among school children with stuttering deficit: A cluster randomised trial with three months follow-up. Medicine, 100(19), Article e24350. https://doi.org/10.1097/MD.0000000000024350
  • Plantak Vukovac, D., Orehovački, T., & Novosel-Herceg, T. (2016). Inspecting the quality of educational video artefacts employed in speech-language pathology telerehabilitation: A pilot study. In M. Antona, C. Stephanidis (Eds.). Universal Access in Human-Computer Interaction. Users and Context Diversity (pp. 480–491). Springer International Publishing.
  • Ramírez-Esparza, N., García-Sierra, A., & Kuhl, P. K. (2017). Look who’s talking now! Parentese speech, social context, and language development across time. Frontiers in Psychology, 8, 1008. https://doi.org/10.3389/fpsyg.2017.01008
  • Sadiah, T. L., Dewi, S. M., & Nur DS, Y. (2023). Teacher’s efforts in improving the social-emotional development of elementary school-aged children. Gema Wiralodra, 14(2), 624–628.
  • Šalaj, S., & Masnjak, M. (2022). Correlation of motor competence and social-emotional wellbeing in preschool children. Frontiers in Psychology, 13, Article 846520.
  • Samuel, S. R., Veluswamy, S. K., Maiya, A. G., Fernandes, D. J., & McNeely, M. L. (2015). Exercise-based interventions for cancer survivors in India: A systematic review. SpringerPlus, 4(1), 655. https://doi.org/10.1186/s40064-015-1456-y
  • Sari, N. P., Luijk, M. P. C. M., van Prinzie, P., van IJzendoorn, M. H., & Jansen, P. W. (2021). Children’s autistic traits and peer relationships: Do non-verbal IQ and externalizing problems play a role? Child and Adolescent Psychiatry and Mental Health, 15(1), 67.
  • Scott, S. K. (2019). From speech and talkers to the social world: The neural processing of human spoken language. Science, 366(6461), 58–62. https://doi.org/10.1126/science.aax0288
  • Shaaban, T. S. K. (2021). Impact of central auditory processing disorder (CAPD) on the academic performance of children of early childhood stage: A systematic review and meta-analysis. 21(236), 49-67. https://doi.org/10.21608/mrk.2021.175446
  • Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84(3), 380–386.
  • Shriberg, L. D., Strand, E. A., Jakielski, K. J., & Mabie, H. L. (2019). Estimates of the prevalence of speech and motor speech disorders in persons with complex neurodevelopmental disorders. Clinical Linguistics and Phonetics, 33(8), 707–736.
  • Singla, D. R., MacKinnon, D. P., Fuhr, D. C., Sikander, S., Rahman, A., & Patel, V. (2021). Multiple mediation analysis of the peer-delivered thinking healthy programme for perinatal depression: Findings from two parallel, randomised controlled trials. The British Journal of Psychiatry, 218(3), 143–150. https://doi.org/10.1192/bjp.2019.184
  • Tenesaca-Tenezaca, Ó., León-Pesántez, A., Velásquez-Angamarca, V., & Robles-Bykbaev, V. (2021). FonAPP: An interactive application for the therapeutic intervention of children with dyslalia from embedded devices and robotic assistants. In: Shin, C.S., Di Bucchianico, G., Fukuda, S., Ghim, YG., Montagna, G., Carvalho, C. (eds) Advances in industrial design. AHFE 2021. Lecture Notes in Networks and Systems, vol 260. Springer, Cham.
  • Troop‐Gordon, W. (2015). The role of the classroom teacher in the lives of children victimized by peers. Child Development Perspectives, 9(1), 55–60. https://doi.org/10.1111/cdep.12106
  • Vuolo, J., & Goffman, L. (2018). Language skill mediates the relationship between language load and articulatory variability in children with language and speech sound disorders. Journal of Speech, Language, and Hearing Research, 61(12), 3010–3022.
  • Wang, W., Xiao, J., Li, W., & Yao, J. (2022). How school climate affects the development of the social and emotional skills of underprivileged-background students-An empirical study based on the sses2019 data. Children, 9(12), 1812. https://doi.org/10.3390/children9121812
  • Xie, S., Wu, D., & Li, H. (2022). The relationship between Chinese teachers’ emotional labor, teaching efficacy, and young children’s social-emotional development and learning. Sustainability, 14(4), 2205. https://doi.org/10.3390/su14042205
  • Zhang, H., & Deng, C. (2022). The impact of parent–child attachment on school adjustment in left-behind children due to transnational parenting: The mediating role of peer relationships. International Journal of Environmental Research and Public Health, 19(12), 6989.
  • Zhao, X., & Yang, X. (2023). She succeeded despite lack of ability or resources: Children’s consideration of constraint in beliefs and reasoning about academic achievement. Developmental Psychology, 59(3), 594–608. https://doi.org/10.1037/dev0001465

Impact of Dyslalia in Early Childhood on Academic Success and Social Skills: A Systematic Review

Yıl 2025, Cilt: 9 Sayı: 20, 186 - 204, 21.07.2025

Murat Balcı , Rusen Meylani , Hadiye Küçükkaragöz

Öz

Dyslalia, a prevalent speech disorder in early childhood, significantly impacts children's academic success and social skills. This systematic review synthesizes contemporary research to explore these effects and evaluate various interventions. The condition impairs language comprehension, pronunciation, and communication, which are crucial for academic performance, leading to reading, writing, and overall learning challenges. Socially, it hinders peer relationships and emotional expression, contributing to isolation and low self-esteem. The review highlights the importance of early intervention, which mitigates these adverse outcomes by improving language abilities and academic achievement. Moreover, the severity of speech impairment and the timing of intervention are critical determinants of success, with early, intensive support leading to better outcomes. Socially, positive relationships with teachers, parents, and peers are essential, as these connections bolster emotional development. The review also examines various approaches—including speech therapy, music therapy, and technology-based tools—emphasizing the need for multidisciplinary strategies that integrate educational and psychological support. Despite these insights, gaps remain in longitudinal studies, understanding the influence of socioeconomic and cultural contexts, and evaluating the effectiveness of technology-enhanced methods. The findings underscore the necessity of embedding speech services into educational settings and fostering collaboration among educators, therapists, and families to support affected children effectively.

Anahtar Kelimeler

Dyslalia speech disorder academic achievement social skills early childhood speech therapy language development intervention strategies

Etik Beyan

Ethics Committee Decision Due to the scope and method of the study, ethics committee permission was not required.

Kaynakça

  • Barnes, E. M., Grifenhagen, J. F., & Dickinson, D. K. (2016). Academic language in early childhood classrooms. The Reading Teacher, 70(1), 39–48. https://doi.org/10.1002/trtr.1463
  • Batez, M., Milošević, Ž., Mikulić, I., Sporiš, G., Mačak, D., & Trajković, N. (2021). Relationship between motor competence, physical fitness, and academic achievement in young school-aged children. BioMed Research International, 2021, Article 6631365.
  • Burns, J., & O’Connor, R. S. (2023). Exploring clinicians’ experiences of engaging in collaborative music therapy and speech and language therapy for children with an acquired brain injury. Approaches. https://doi.org/10.56883/aijmt.2024.37
  • Ekasari, T. (2022). Penerapan metode integral stimulation terhadap pasien Dislalia. Jurnal Teras Kesehatan, 5(1), 31–38. https://doi.org/10.38215/jtkes.v5i1.97
  • Elhady, R., Elmahdy, M., Hamed, I., & Abdennadher, S. (2017). A game with the purpose of automatic detection of children’s speech disabilities using limited speech resources. In Proceedings of the Workshop Natural Language Processing and Information Retrieval (pp. 28–34). Incoma Ltd. Shoumen, Bulgaria. https://doi.org/10.26615/978-954-452-038-0_004
  • Estes, A., Munson, J., John, T. S., Dager, S. R., Rodda, A., Botteron, K., Hazlett, H., Schultz, R. T., Zwaigenbaum, L., Piven, J., Guralnick, M. J., & IBIS network. (2018). Parent support of preschool peer relationships in younger siblings of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48(4), 1122–1132.
  • Fink, E., & de Rosnay, M. (2023). Examining links between affective empathy, cognitive empathy, and peer relationships during school transition. Social Development, 32(4), 1208–1226.
  • Fu, R., Chen, X., Wang, L., & Yang, F. (2016). Developmental trajectories of academic achievement in Chinese children: Contributions of early social-behavioral functioning. Journal of Educational Psychology, 108(7), 1001–1012. https://doi.org/10.1037/edu0000100
  • Gilbert, L. R., Spears Brown, C., & Mistry, R. S. (2017). Latino immigrant parents’ financial stress, depression, and academic involvement predicting child academic success. Psychology in the Schools, 54(9), 1202–1215. https://doi.org/10.1002/pits.22067
  • Gobrial, E. (2019). Comorbid mental health disorders in children and young people with intellectual disabilities and autism spectrum disorders. Advances in Mental Health and Intellectual Disabilities, 13(5), 173–181. https://doi.org/10.1108/AMHID-05-2018-0026
  • Gómez Pérez, I. A., Gallardo-Montes, C. D. P., Ballesta-Claver, J., & Ayllón Blanco, M. F. (2023). Assessing self-concept in children (aged 5–7) with functional dyslalia. Children, 10(7), 1238.
  • Haapala, E. A., Väistö, J., Lintu, N., Westgate, K., Ekelund, U., Poikkeus, A.-M., Brage, S., & Lakka, T. A. (2017). Physical activity and sedentary time in relation to academic achievement in children. Journal of Science and Medicine in Sport, 20(6), 583–589.
  • Hildebrand, M. S., Jackson, V. E., Scerri, T. S., Van Reyk, O., Coleman, M., Braden, R. O., …, & Morgan, A. T. (2020). Severe childhood speech disorder: Gene discovery highlights transcriptional dysregulation. Neurology, 94(20), Article e2148–e2167.
  • Hsu, W.-C., Fuh, L.-J., & Liao, S.-C. (2024). Tickling the heart: Integrating social emotional learning into medical education to cultivate empathetic, resilient, and holistically developed physicians. Frontiers in Medicine, 11, Article 1368858. https://doi.org/10.3389/fmed.2024.1368858
  • Jiang, Y. (2021). How socio-economic status affects academic performance. Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.210519.255
  • Khulusinniyah, K., & Maflaha, M. (2023). Improving the social emotional aspect of children through outbound water transfer activities. Buana Pendidikan Jurnal Fakultas Keguruan dan Ilmu Pendidikan, 19(1), 61–68. https://doi.org/10.36456/bp.vol19.no1.a6688
  • Kim, S. J. (2016). The role of peer relationships and interactions in preschool bilingual children’s responses to picture books. Journal of Early Childhood Literacy, 16(3), 311–337.
  • Kirk, G., & Jay, J. (2018). Supporting kindergarten children’s social and emotional development: Examining the synergetic role of environments, play, and relationships. Journal of Research in Childhood Education, 32(4), 472–485. https://doi.org/10.1080/02568543.2018.1495671
  • Lewis, B. A., Freebairn, L., Tag, J., Igo, R. P., Ciesla, A., Iyengar, S. K., Stein, C. M., & Taylor, H. G. (2019). Differential long-term outcomes for individuals with histories of preschool speech sound disorders. American Journal of Speech-Language Pathology, 28(4), 1582–1596.
  • Li, S., Tang, Y., & Zheng, Y. (2023). How the home learning environment contributes to children’s social–emotional competence: A moderated mediation model. Frontiers in Psychology, 14, Article 1065978. https://doi.org/10.3389/fpsyg.2023.1065978
  • Lin, Q., Fu, H., Wan, Y., Zhou, N., & Xu, H. (2018). Chinese children’s imaginary companions: Relations with peer relationships and social competence. International Journal of Psychology, 53(5), 388–396. https://doi.org/10.1002/ijop.12392
  • Liu, L., Shi, R., Zhai, P., & Wang, M. (2023). Parental harsh discipline and children’s anxiety in China: An examination of the moderating and mediating roles of teacher–student relationships and peer relationships. Psychology of Violence, 13(6), 497–506.
  • López-Hernández, E., Acosta-Rodas, P., Cruz-Cárdenas, J., & Ramos-Galarza, C. (2021). Intervención musicoterapéutica para mejorar la memoria, atención y lenguaje in niños con dislalia. Revista Ecuatoriana de Neurologia, 30(2), 48–56. https://doi.org/10.46997/revecuatneurol30200048
  • Marchesi, A., D’Apote, D., D’Apote, A., Ciancaglini, R., & Strohmenger, L. (2019). The correlation between temporomandibular disorders, atypical swallowing and dyslalia. International Journal of Oral and Craniofacial Science, 010–014.
  • Martínez-Vérez, V., Gil-Ruíz, P., & Domínguez-Lloria, S. (2024). Interventions through art therapy and music therapy in autism spectrum disorder, ADHD, language disorders, and learning disabilities in pediatric-aged children: A systematic review. Children, 11(6), 706. https://doi.org/10.3390/children11060706
  • Metea, K. (2019). Longitudinal study regarding the frequency of speech disorders at the level of the speech therapy Nicolae Iorga office from Baia Mare. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare, 5(1), 50–57. https://doi.org/10.26744/rrttlc.2019.5.1.08
  • Mohorovic, L., Lavezzi, A., Jonjić, N., Štifter, S., Perry, G., Malatestinić, D., …, & Petrović, O. (2017). Methemoglobinemia as biomarker and precursor of brain capillary oxidative damage link to ferric iron accumulation and originator of neurodegenerative diseases. Journal of Systems and Integrative Neuroscience, 3(5). https://doi.org/10.15761/JSIN.1000180
  • Mora Espinoza, L. M., Mora Espinoza, C. A., Quintero Espinoza, C. V., Villon Gonzabay, W. O., & Yagual Montoya, V. V. (2024). Playful phonological program to improve functional dyslalia in preschool children. Universidad Ciencia y Tecnología, 28(Special), 259–267.
  • Nweze, T., Nwoke, M. B., Nwufo, J. I., Aniekwu, R. I., & Lange, F. (2021). Working for the future: Parentally deprived Nigerian children have enhanced working memory ability. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 62(3), 280–288.
  • Obiweluozo, P. E., Ede, M. O., Onwurah, C. N., Uzodinma, U. E., Dike, I. C., & Ejiofor, J. N. (2021). Impact of cognitive behavioural play therapy on social anxiety among school children with stuttering deficit: A cluster randomised trial with three months follow-up. Medicine, 100(19), Article e24350. https://doi.org/10.1097/MD.0000000000024350
  • Plantak Vukovac, D., Orehovački, T., & Novosel-Herceg, T. (2016). Inspecting the quality of educational video artefacts employed in speech-language pathology telerehabilitation: A pilot study. In M. Antona, C. Stephanidis (Eds.). Universal Access in Human-Computer Interaction. Users and Context Diversity (pp. 480–491). Springer International Publishing.
  • Ramírez-Esparza, N., García-Sierra, A., & Kuhl, P. K. (2017). Look who’s talking now! Parentese speech, social context, and language development across time. Frontiers in Psychology, 8, 1008. https://doi.org/10.3389/fpsyg.2017.01008
  • Sadiah, T. L., Dewi, S. M., & Nur DS, Y. (2023). Teacher’s efforts in improving the social-emotional development of elementary school-aged children. Gema Wiralodra, 14(2), 624–628.
  • Šalaj, S., & Masnjak, M. (2022). Correlation of motor competence and social-emotional wellbeing in preschool children. Frontiers in Psychology, 13, Article 846520.
  • Samuel, S. R., Veluswamy, S. K., Maiya, A. G., Fernandes, D. J., & McNeely, M. L. (2015). Exercise-based interventions for cancer survivors in India: A systematic review. SpringerPlus, 4(1), 655. https://doi.org/10.1186/s40064-015-1456-y
  • Sari, N. P., Luijk, M. P. C. M., van Prinzie, P., van IJzendoorn, M. H., & Jansen, P. W. (2021). Children’s autistic traits and peer relationships: Do non-verbal IQ and externalizing problems play a role? Child and Adolescent Psychiatry and Mental Health, 15(1), 67.
  • Scott, S. K. (2019). From speech and talkers to the social world: The neural processing of human spoken language. Science, 366(6461), 58–62. https://doi.org/10.1126/science.aax0288
  • Shaaban, T. S. K. (2021). Impact of central auditory processing disorder (CAPD) on the academic performance of children of early childhood stage: A systematic review and meta-analysis. 21(236), 49-67. https://doi.org/10.21608/mrk.2021.175446
  • Shah, P. E., Weeks, H. M., Richards, B., & Kaciroti, N. (2018). Early childhood curiosity and kindergarten reading and math academic achievement. Pediatric Research, 84(3), 380–386.
  • Shriberg, L. D., Strand, E. A., Jakielski, K. J., & Mabie, H. L. (2019). Estimates of the prevalence of speech and motor speech disorders in persons with complex neurodevelopmental disorders. Clinical Linguistics and Phonetics, 33(8), 707–736.
  • Singla, D. R., MacKinnon, D. P., Fuhr, D. C., Sikander, S., Rahman, A., & Patel, V. (2021). Multiple mediation analysis of the peer-delivered thinking healthy programme for perinatal depression: Findings from two parallel, randomised controlled trials. The British Journal of Psychiatry, 218(3), 143–150. https://doi.org/10.1192/bjp.2019.184
  • Tenesaca-Tenezaca, Ó., León-Pesántez, A., Velásquez-Angamarca, V., & Robles-Bykbaev, V. (2021). FonAPP: An interactive application for the therapeutic intervention of children with dyslalia from embedded devices and robotic assistants. In: Shin, C.S., Di Bucchianico, G., Fukuda, S., Ghim, YG., Montagna, G., Carvalho, C. (eds) Advances in industrial design. AHFE 2021. Lecture Notes in Networks and Systems, vol 260. Springer, Cham.
  • Troop‐Gordon, W. (2015). The role of the classroom teacher in the lives of children victimized by peers. Child Development Perspectives, 9(1), 55–60. https://doi.org/10.1111/cdep.12106
  • Vuolo, J., & Goffman, L. (2018). Language skill mediates the relationship between language load and articulatory variability in children with language and speech sound disorders. Journal of Speech, Language, and Hearing Research, 61(12), 3010–3022.
  • Wang, W., Xiao, J., Li, W., & Yao, J. (2022). How school climate affects the development of the social and emotional skills of underprivileged-background students-An empirical study based on the sses2019 data. Children, 9(12), 1812. https://doi.org/10.3390/children9121812
  • Xie, S., Wu, D., & Li, H. (2022). The relationship between Chinese teachers’ emotional labor, teaching efficacy, and young children’s social-emotional development and learning. Sustainability, 14(4), 2205. https://doi.org/10.3390/su14042205
  • Zhang, H., & Deng, C. (2022). The impact of parent–child attachment on school adjustment in left-behind children due to transnational parenting: The mediating role of peer relationships. International Journal of Environmental Research and Public Health, 19(12), 6989.
  • Zhao, X., & Yang, X. (2023). She succeeded despite lack of ability or resources: Children’s consideration of constraint in beliefs and reasoning about academic achievement. Developmental Psychology, 59(3), 594–608. https://doi.org/10.1037/dev0001465
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Rehberlik ve Psikolojik Danışmanlık (Diğer), Özel Eğitim ve Engelli Eğitimi (Diğer)
Bölüm Review Article
Yazarlar

Murat Balcı 0000-0003-3898-8651

Rusen Meylani 0000-0002-3121-6088

Hadiye Küçükkaragöz 0000-0002-4576-0295

Erken Görünüm Tarihi 5 Temmuz 2025
Yayımlanma Tarihi 21 Temmuz 2025
Gönderilme Tarihi 10 Mart 2025
Kabul Tarihi 1 Mayıs 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 9 Sayı: 20

Kaynak Göster

APA Balcı, M., Meylani, R., & Küçükkaragöz, H. (2025). Impact of Dyslalia in Early Childhood on Academic Success and Social Skills: A Systematic Review. International E-Journal of Educational Studies, 9(20), 186-204.
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