Improving speech sounds and early reading for elementary children
Academic Progress in Phonological Learning for Elementary School children with speech sound disorders (APPLES)
['FUNDING_R01'] · FLORIDA STATE UNIVERSITY · NIH-11289365
This project tests whether different ways of running school speech therapy—like group versus one-on-one sessions and how often they occur—help elementary children with persistent speech sound errors speak more clearly and support reading and spelling skills.
Quick facts
| Phase | ['FUNDING_R01'] |
|---|---|
| Study type | Nih_funding |
| Sex | All |
| Sponsor | FLORIDA STATE UNIVERSITY (nih funded) |
| Locations | 1 site (TALLAHASSEE, UNITED STATES) |
| Trial ID | NIH-11289365 on ClinicalTrials.gov |
What this research studies
If your child is in early elementary school and still makes speech sound errors, this project compares common features of school-based speech therapy such as group versus individual formats, session dose, and session frequency to see which combinations help most. Researchers will work with school-based speech-language pathologists and follow children receiving typical school therapy, using speech and phonological tests along with measures of reading and spelling. The study is an exploratory, pre-implementation project aimed at understanding which therapy components are the active ingredients that lead to better speech and related literacy outcomes. Results are meant to inform practical choices SLPs make in real school settings to improve children's communication and learning.
Who could benefit from this research
Good fit: Children in early elementary grades (roughly ages 5–8, such as 1st–2nd graders) who continue to make speech sound errors beyond typical development and are receiving or eligible for school-based speech therapy.
Not a fit: Children without persistent speech sound disorders, those older than the targeted elementary grades, or children whose speech differences stem from known structural/anatomic causes may not benefit directly from this project.
Why it matters
Potential benefit: If successful, the work could help schools choose therapy formats and dosing that improve speech clarity and support reading and spelling for children with speech sound disorders.
How similar studies have performed: Previous research shows speech therapy improves speech sound production and can help phonological skills linked to reading and spelling, but group-format therapy in school settings has been largely untested and is the focus of this project.
Where this research is happening
TALLAHASSEE, UNITED STATES
- FLORIDA STATE UNIVERSITY — TALLAHASSEE, UNITED STATES (ACTIVE)
Researchers
- Principal investigator: FARQUHARSON, KELLY — FLORIDA STATE UNIVERSITY
- Study coordinator: FARQUHARSON, KELLY
About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page below.