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In typical child and adult speakers, speech generation requires coordinated activation of a network of inferior frontal, temporal, and subcortical brain regions to carry out multiple linguistic and speech motor processes. However, a portion of children who exhibit speech sound errors in development persist in these errors beyond age 9, which can lead to broader, long-term consequences in scholastic achievement, literacy, and social-emotional well-being. The goal of this project was to investigate the neural underpinnings of residual speech sound disorder (RSSD) and its remediation through a speech therapy program. In Study 1, I investigated the neural activity of children with RSSD in comparison to children with typically-developing speech (TD) at baseline (Time 1). I had anticipated to observe significant differences between RSSD and TD groups. However, in a whole-brain analysis (at p |
