Abstract
Speech acquisition involves complex coordination of articulatory structures, primarily the jaw, lips, and tongue. Typically developing children acquire speech sounds in a hierarchical sequence governed by progressive neuromotor maturation. However, disruptions in speech motor control can lead to systematic phonological error patterns, commonly attributed to cognitive-linguistic deficits. This study explores the articulatory foundations of phonological error patterns in preschool-aged children diagnosed with moderate-to-severe speech sound disorders. Using data from 48 children who participated in a randomized controlled trial, we employed Mutual Information Analysis and Random Forest Models to quantify associations between specific speech motor limitations and phonological error patterns identified via the Diagnostic Evaluation of Articulation and Phonology assessment. Results showed moderate associations between phonological error patterns in particular cluster reduction, final consonant deletion, stopping, gliding, and atypical errors and limitations in jaw, labial-facial, and lingual control. Gliding, unexpectedly, demonstrated a negative relationship with speech motor errors, being more prevalent among older and milder cases, suggesting it may reflect a compensatory developmental stage rather than purely phonological simplification. These findings highlight the significance of speech motor constraints in phonological error patterns, challenging traditional cognitive-linguistic explanations. The results support theoretical frameworks such as Articulatory Phonology, emphasizing that phonological error patterns are influenced substantially by articulatory and neuromotor development. This study underscores the need for integrating motor considerations into clinical assessments and interventions for speech sound disorders in children, fostering a comprehensive approach bridging cognitive-linguistic and motor speech perspectives.