The Reality of Practices for Developing Spoken Language Skills in Language-Impaired Preschool Children from the Perspective of Kindergarten Teachers in Gharyan City: A Descriptive Study

Abstract

This study aimed to identify the level of spoken language skills among children with language disorders at the preschool stage and to determine the major strengths and weaknesses in listening and language comprehension, pronunciation and oral expression, vocabulary, and verbal social communication. It also examined the role of kindergartens in developing children’s spoken language skills. The study employed a descriptive survey method. The sample consisted of 35 kindergarten teachers who responded to a questionnaire designed to assess the spoken language skills of children with language disorders. The questionnaire covered five main domains: listening and language comprehension, pronunciation and oral expression, vocabulary, verbal social communication, and the role of kindergarten in developing spoken language. The findings revealed considerable variation in children’s spoken language skills. Relatively better performance was reported in responding to simple verbal instructions, listening to stories, and naming objects in the surrounding environment. In contrast, weaknesses were identified in speech intelligibility, using age-appropriate vocabulary, using pronouns correctly, and discriminating between different sounds. Verbal social communication represented one of the most prominent areas of weakness, particularly in initiating conversations, maintaining eye contact, and interacting verbally with peers. The findings also indicated a relatively positive role of kindergarten practices, particularly the use of stories, encouragement of dialogue, and provision of language activities. The study recommends strengthening early identification, training kindergarten teachers, providing specialized language-development programs, promoting cooperation between kindergarten and families, and considering individual differences among children.