Childhood Apraxia of Speech and Academic Learning
Caterina Apruzzese
Childhood apraxia of speech (CAS) is increasingly recognized as a significant risk factor for persistent difficulties in literacy acquisition (Lewis et al., 2004; Snowling & Hulme, 2012). The present paper summarizes empirical evidence concerning the linguistic profile of children with CAS, their academic outcomes, and the implications for speech and language intervention. Particular attention is given to the findings of the recent systematic scoping review by Chou et al. (2024), which confirms a high prevalence of reading difficulties in this population. Finally, a clinical perspective is proposed, emphasizing integrated and longitudinal models of intervention.
Keywords
Childhood Apraxia of Speech and academic learning.
