Abstract
This study investigates the relationships among phonological awareness, speech sound discrimination, executive functions, and articulation errors in children beyond the onset of elementary school. We administered a Japanese articulation test and evaluated phonological awareness, speech sound discrimination, and executive functions. The participants included children with articulation errors attending a resource room （tsuukyu） and their peers without articulation errors who did not participate in such a room. Children with articulation errors demonstrated significantly more errors in reversal and internal discrimination tasks. They also scored significantly lower on interference measures than children without articulation errors in inhibition tasks. This paper discusses how reversal tasks, internal discrimination, self-monitoring, working memory, and inhibition contribute to articulation errors.
