Students with phonologically based speech sound disorders (SSD) are at a greater risk for phonological awareness (PA) deficits and later literacy concerns. PA develops in a sequential pattern before formal instruction. When delays in PA occur, intervention is warranted. Evidence-based PA interventions require structured approaches, multisensory methods, and references to the orthographic representations. The purpose of this investigation was to determine the impact of using the program Lively Letters (LL) when presented through telepractice on the ability of preschool students with phonologically-based SSD to segment the initial and final sounds in spoken words.
