Dynamic Association between Phonemic Awareness and Disordered Speech Recognition Moderated by Transcription Training

Autor/inn/en	Chen, Yu-Ju; Yeh, Lili
Titel	Dynamic Association between Phonemic Awareness and Disordered Speech Recognition Moderated by Transcription Training
Quelle	In: International Journal of Language & Communication Disorders, 58 (2023) 6, S.2178-2199 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yeh, Lili)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1368-2822
DOI	10.1111/1460-6984.12933
Schlagwörter	Phonemic Awareness; Speech Impairments; Auditory Perception; Phonetic Transcription; Predictor Variables; Undergraduate Students; Training; Alphabets + Suchen Sie Ihr Suchwort? Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Lautschrift; Prädiktor; Ausbildung; Buchstabenschrift
Abstract	Background: Phonetic transcription of disordered speech samples is especially crucial for the assessment and treatment of functional or organic speech-sound disorders. Previous studies show that students who struggle with the identification and segmentation of speech sounds are more likely to encounter difficulties with clinical phonetic transcription. Aims: To clarify the connection between phonemic awareness and phonetic transcription in Mandarin-speaking undergraduate students, as well as the improvement of these skills after phonetic transcription training. Methods & Procedures: A pretest--post-test design was adopted for this study. The experimental group (n = 38) consisted of students majoring in audiology and speech-language pathology who were given 12 weeks of transcription training. The control group (n = 33) consisted of audiology and speech--language pathology majors who completed the same module a year earlier without undergoing the transcription training. Two instruments were used to assess their skills: (1) the Phonemic Awareness Skill Test (PA test) and (2) the Phonetic Transcription Skill Test (PT test) designed for the purposes of the present study. Outcomes & Results: Performance on most subtests of the PT and PA tests improved significantly at post-test for the experiment group, although only PT training was provided. After phonetic transcription training, the relationship between phonemic addition abilities and phonetic transcription strengthened. Phonemic identification was found to be a predictor of undergraduate students' PT skills of disordered speech samples. Conclusions & Implications: Results from this study provide insights into the role of phonetic transcription training in improving phonemic awareness and phonetic transcription skills. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01