Parents’ Perspectives on Speech and Articulation Impediments among Basic Stage Students in Jordan: An Analysis of Contributing Variables

Background/Purpose. The research study investigated speech and language disorders in primary school students in Jordan, where the connections with anxiety, social phobia, and parental acceptance or rejection are regarded through the lens of parents. Materials/Methods. The research design adopted was a descriptive survey using three questionnaires, which were valid and reliable, and filled in by parents. The participants were 599 students in 23 classrooms of public schools in Marka, Wadi al-Sir, and Madaba chosen through purposive sampling. Correlation, t-tests, and multiple regression analyses were used to analyze the data. Results. Speech and language problems were more prevalent among older students (9th-10th grades) than among younger students, and gender did not play a significant role. Social phobia and anxiety were positive predictors of speech disorders and parental rejection was a negative predictor. Meaningful intercorrelations were identified between the three study instruments. Conclusion. Age, anxiety, social phobia, and parental rejection affect the speech and language disorders in primary school students. Prompt intervention, intervention programs, and facilitating parental and educational support conditions are essential in enhancing communication abilities and minimizing speech-related challenges.