Page 68 - The Modul of Psycholinguistics Studies_2

Figure 1. The essentials of a psycholinguistic model of

speech processing. (From Stackhouse, J., and Wells, B. (1997)

Collation of these profiles shows that some children with

speech difficulties have problems only on the output side of the
model. However, many children with persisting speech problems

have pervasive speech processing difficulties (in input, output,
and lexical representations) that impede progress. For example,
when rehearsing new words for speech or spelling, it is usual to

repeat them verbally. An inconsistent or distorted output,
normally the result of more than one level of breakdown, may in

turn affect auditory processing skills, memory, and the
developing lexicon. It is therefore not surprising that children
with dyspraxic speech difficulties often have associated input

(Bridgeman and Snowling, 1988) and spelling difficulties (Clarke-
Klein and Hodson, 1995; McCormick, 1995).

68 | Fatma Yuniarti, M.Pd., B.I