Impact of Dyslalia in Early Childhood on Academic Success and Social Skills: A Systematic Review

Year 2025, Volume: 9 Issue: 20, 186 - 204, 21.07.2025

Murat Balcı , Rusen Meylani , Hadiye Küçükkaragöz

Abstract

Dyslalia, a prevalent speech disorder in early childhood, significantly impacts children's academic success and social skills. This systematic review synthesizes contemporary research to explore these effects and evaluate various interventions. The condition impairs language comprehension, pronunciation, and communication, which are crucial for academic performance, leading to reading, writing, and overall learning challenges. Socially, it hinders peer relationships and emotional expression, contributing to isolation and low self-esteem. The review highlights the importance of early intervention, which mitigates these adverse outcomes by improving language abilities and academic achievement. Moreover, the severity of speech impairment and the timing of intervention are critical determinants of success, with early, intensive support leading to better outcomes. Socially, positive relationships with teachers, parents, and peers are essential, as these connections bolster emotional development. The review also examines various approaches—including speech therapy, music therapy, and technology-based tools—emphasizing the need for multidisciplinary strategies that integrate educational and psychological support. Despite these insights, gaps remain in longitudinal studies, understanding the influence of socioeconomic and cultural contexts, and evaluating the effectiveness of technology-enhanced methods. The findings underscore the necessity of embedding speech services into educational settings and fostering collaboration among educators, therapists, and families to support affected children effectively.

Keywords

Dyslalia , speech disorder , academic achievement , social skills , early childhood , speech therapy , language development , intervention strategies

Ethical Statement

Ethics Committee Decision Due to the scope and method of the study, ethics committee permission was not required.

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