Is emergent literacy advanced through speech intervention that incorporates structured early/pre-literacy training for preschool children with isolated phonological disorders?

This critical review examines the need for incorporating structured early/pre-literacy training into speech intervention for preschool children with isolated phonological disorders. A literature search yielded the following study designs: 5 between groups studies, 2 case-control studies, and 1 study incorporating 18 single subjects. Results are inconsistent, but suggestive for inclusion of early/pre-literacy deficit screening for children with speech sound disorders characterized by consistent, non-developmental speech errors.