Minimal Pair Distinctions and Intelligibility in Preschool Children with and without Speech Sound Disorders

Autor/inn/en	Hodge, Megan M.; Gotzke, Carrie L.
Titel	Minimal Pair Distinctions and Intelligibility in Preschool Children with and without Speech Sound Disorders
Quelle	In: Clinical Linguistics & Phonetics, 25 (2011) 10, S.853-863 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-9206
DOI	10.3109/02699206.2011.578783
Schlagwörter	Preschool Children; Language Impairments; Speech Impairments; Phonology; Speech Language Pathology; College Curriculum; College Students; Listening Comprehension; Measurement Techniques; Phonemes; Articulation (Speech); Identification; Multiple Regression Analysis; Comparative Analysis; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language handicps; Language impairments; Fonologie; Collegestudent; Hörverständnis; Messtechnik; Fonem; Identifikation; Identifizierung; Ausland; Kanada
Abstract	Listeners' identification of young children's productions of minimally contrastive words and predictive relationships between accurately identified words and intelligibility scores obtained from a 100-word spontaneous speech sample were determined for 36 children with typically developing speech (TDS) and 36 children with speech sound disorders (SSD) of unknown origin in three age groups (3+, 4+ and 5+ years). Each child's productions of 78-word stimuli were recorded and presented to unfamiliar adults for forced-choice identification. Results of a two-way MANOVA (two groups by three ages) indicated that the TDS group had significantly higher (p less than 0.001) percent consonant items correct (PCIC) and percent syllable shape items correct. Stepwise regression analyses revealed significant predictors of intelligibility scores to be PCIC (adjusted R[squared] = 0.10, p = 0.04) for the TDS group and PCIC and percent vowel items correct (adjusted R[squared] = 0.63, p less than 0.001) for the SSD group. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10