Relationship Between Speech Sound Discrimination Skills and Language Abilities of Kindergarten Children

1971 ◽  
Vol 14 (2) ◽  
pp. 382-390 ◽  
Author(s):  
Joseph A. Perozzi ◽  
LuVern H. Kunze
Keyword(s):  
Language Skills ◽  
Speech Sound ◽  
Kindergarten Children ◽  
The Other ◽  
Language Abilities ◽  
Word Test ◽  
Primary Difference ◽  
Sound Discrimination ◽  
Language Measures ◽  
Very High

Thirty normal-hearing kindergarten youngsters were administered two speech-sound discrimination (SSD) tests and the revised edition of the Illinois Test of Psycholinguistic Abilities (ITPA). The primary difference between the two SSD tests was the context of the stimuli. On one test the discriminating sound elements were imbedded in words (Word Test), and on the other test the same sound elements were imbedded in nonsense syllables (Syllable Test). Pearson-Product correlations between the two SSD tests and each ITPA subtest and the ITPA total score were all positive. One SSD test did not appear to be significantly more or less related to any of the language measures than did the other SSD test. The very high correlation (0.873) between the two SSD tests indicated that the two tests were measuring the same skill. It was suggested that a subject’s performance on any paired-syllable test would predict his performance on a paired-word test that contained the same sound elements. The significant correlations between the SSD tests and two ITPA subtests measuring expressive language skills and the insignificant correlations between the two SSD tests and subtests measuring receptive and associative language skills indicated that the ability to discriminate among speech sounds is more closely related to speaking than to the understanding or association of linguistic expressions. These findings were interpreted as support for the motor theory of speech perception.

Speech Sound Discrimination and Articulation Skill

1967 ◽  
Vol 10 (2) ◽  
pp. 277-280 ◽  
Author(s):  
Dorothy Sherman ◽  
Annette Geith
Keyword(s):  
Speech Sound ◽  
Kindergarten Children ◽  
The Other ◽  
Discrimination Test ◽  
The Difference ◽  
Sound Discrimination

A 50-item speech sound discrimination test was administered to 529 kindergarten children. Selected from this group were 18 children with high speech sound discrimination scores and 18 children with low speech sound discrimination scores. These two groups were given a 176-item picture articulation test. The children with high speech sound discrimination scores were superior to the other group in articulation skill. The difference was highly significant.

Phonetic, Phonological, and Language Skills of Children with a Cleft Palate

2003 ◽  
Vol 40 (5) ◽  
pp. 460-470 ◽  
Author(s):  
Helen Morris ◽  
Anne Ozanne
Keyword(s):  
Language Development ◽  
Cleft Palate ◽  
Language Proficiency ◽  
Language Skills ◽  
Expressive Language ◽  
Speech Development ◽  
Group Differences ◽  
Language Abilities ◽  
Significant Group ◽  
Language Measures

Objective To evaluate the language, phonetic, and phonological skills at age 3 years of two groups of young children with a cleft palate, with different expressive language proficiency at 2 years of age. Design Two groups of children with a cleft palate with differing abilities in early expressive language skills were identified at age 2 years. Comparisons across groups were made over a range of speech and language measures at age 3 years. Participants Twenty children with cleft palate were allocated to two groups dependent on expressive language abilities at age 2 years. One group had normal language development, and the second group had been identified as having significantly delayed (8 to 12 months’ delay) expressive language development. Main Outcome Measures The children were assessed at 3 years of age using standardized assessments and spontaneous speech samples. Comparisons between the two groups were made on a range of language measures including comprehension, expressive language, and speech. Results Group differences were found on both language and speech abilities at age 3 years. Significant group differences were found in expressive language, percentage of consonants correct, phonetic inventory, and phonological process usage. The group with delayed early expressive language abilities at 2 years continued to have expressive language difficulties at 3 years of age and had more disordered speech development, compared with the nondelayed group. Conclusions A subgroup of children with a cleft palate was identified who exhibited delays in early expressive language and continued to have delayed language and disordered phonological patterns at a later age. Support for three possible etiologies including a structural/anatomical deficit, cognitive/linguistic delay, or language/phonological disorder are discussed.

“Same” and “Different” Concepts and Children’s Performance on Speech Sound Discrimination

1973 ◽  
Vol 16 (3) ◽  
pp. 513-517 ◽  
Author(s):  
Barbara Beving ◽  
Roy E. Eblen
Keyword(s):  
Speech Sound ◽  
The Other ◽  
Older Children ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty children four to eight years of age were tested with two speech-sound discrimination tasks. In one, they were asked to identify a pair of nonsense syllables as “same” or “different,” and in the other they were asked to repeat the syllable pair. The youngest children (mean age four years, seven months) scored better on the imitation task than on the “same-different” task, while the other groups (mean ages six years, seven months and eight years, six months) did not differ in their ability to perform either task. The youngest group differed from the two older groups in their score on the same-different task but not on the imitation task. Thus, the preschoolage subjects were thought to be unable to make the cognitive judgment “same” or “different,” although they were able to discriminate as well as the older children.

Effects of Presentation Mode on Discrimination Skills of Articulatory Disordered Children

1987 ◽  
Vol 64 (3) ◽  
pp. 775-779
Author(s):  
Lori A. Powers ◽  
Charles L. Madison
Keyword(s):  
Speech Production ◽  
Speech Sound ◽  
Presentation Mode ◽  
Kindergarten Children ◽  
Auditory Presentation ◽  
Speech Discrimination ◽  
Experimental Conditions ◽  
Sound Discrimination ◽  
Stimulation Of

The speech-sound discrimination of 30 kindergarten children with problems in speech production and speech discrimination was examined under one of three experimental conditions, auditory, bimodal, and bimodal instructed. Children's discrimination skills in the bimodal-instructed group were superior to those of bimodal- and auditory-presentation groups. Stimulation of both the auditory and visual channels improved the discrimination scores over those achieved using the auditory channel alone.

Language Abilities in Boys With Chronic Behavior Disorders

1992 ◽  
Vol 23 (3) ◽  
pp. 214-223 ◽  
Author(s):  
Alison E. Mack ◽  
Genese A. Warr-Leeper
Keyword(s):  
Oral Language ◽  
Behavior Disorders ◽  
Language Skills ◽  
Behavior Disorder ◽  
Language Disorders ◽  
Complex Structures ◽  
Language Abilities ◽  
Iq Scores ◽  
Language Measures ◽  
Chronic Behavior

Oral language abilities in 20 boys with chronic behavior disorder (CBD) were investigated using 20 standardized language measures. As a group, boys with CBD performed significantly more poorly than the normative population, with 16 of the subjects scoring in the below-average range on at least four of the language measures. Compared to expected language levels based on IQ scores, 10 of the subjects presented inconsistent language skills. It appears that boys with CBD display a much higher prevalence of language disorders than the population at large. Overall, abstract language and concepts, as well as linguistically complex structures, were shown to be difficult for the boys with CBD.

Lexical Learning and Language Abilities in Preschoolers with Perinatal Brain Damage

1989 ◽  
Vol 54 (3) ◽  
pp. 395-402 ◽  
Author(s):  
Kristen A. Keefe ◽  
Heidi M. Feldman ◽  
Audrey L. Holland
Keyword(s):  
Language Development ◽  
Brain Damage ◽  
Language Skills ◽  
Phonological Development ◽  
Language Abilities ◽  
Lexical Development ◽  
Left Brain ◽  
Linguistic System ◽  
Brain Injured ◽  
Language Measures

Studies of children with early-acquired brain damage have noted limitations on language development following such damage and have raised questions regarding the process by which these children acquire language skills. The purpose of this study was to examine the effects of perinatally acquired brain damage on early language abilities and on lexical development through the use of standard assessments, language samples, and a miniature linguistic system approach to teach a novel lexicon. Four children, ages 26–41 months, with localized, perinatal brain lesions documented on ultrasound or CT scan were selected for this study and were compared to 4 matched controls. The results show no differences in the pattern of scores and learning in children with right and left brain damage. With the exception of phonological development, subjects scored below controls on all formal language measures; however, the subjects often scored at or above test norms. Brain-injured subjects were similar to controls with respect to the number of novel words that they initially learned on comprehension and production tasks and the number that they consistently comprehended. Brain-injured subjects generally acquired fewer words when the criterion was consistent accurate production. Interestingly, subjects required more exposures to novel lexical items than did controls before reaching a given level of proficiency. Production seemed to be more difficult for all children, but more so for the brain-injured subjects. It appears that the effects of early damage have an impact on many aspects of language development and that these apparent deficits may reflect the child's need for greater exposure to language skills and structures before acquiring them.

scholarly journals Perception of Medial Consonants by Preschoolers With and Without Speech Sound Disorders

2020 ◽  
Vol 63 (11) ◽  
pp. 3600-3610
Author(s):  
Françoise Brosseau-Lapré ◽  
Jennifer Schumaker ◽  
Keith R. Kluender
Keyword(s):  
Speech Perception ◽  
Language Skills ◽  
Speech Sound ◽  
Speech And Language ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Perceptual Accuracy ◽  
Language Measures ◽  
Speech And Language Development ◽  
Production Accuracy

Purpose This study compared perception of consonants in medial position by preschoolers, with and without speech sound disorder (SSD), with similar vocabulary and language skills. In addition, we investigated the association between speech perception and production skills. Method Participants were 36 monolingual English-speaking children with similar vocabulary and language skills, half with SSD and half with typical speech and language development (TD). Participants completed a speech perception task targeting phonemes /p, k, s, ɹ/ in /aCa/ disyllables and a comprehensive battery of speech and language measures. Results Children with SSD were significantly less accurate in perceiving speech sound distinctions relative to peers with TD. The phoneme /p/ was perceived significantly more accurately than the three other target phonemes. The correlation between overall perceptual accuracy and overall production accuracy was significant. Furthermore, perceptual accuracy of targets /k, s, ɹ/ was significantly correlated with production accuracy of these phonemes. Conclusions Many children with SSD have greater difficulty perceiving the specific speech sounds they misarticulate. Nonetheless, most children with SSD present with broader perceptual difficulties than peers with TD with similar vocabulary and language skills.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

Thrombotic Thrombocytopenic Purpura: Mechanism for Effectiveness of Plasmapheresis

1979 ◽  
Author(s):  
J. G. Kelton ◽  
P. B. Neame ◽  
I. Walker ◽  
A. G. Turpie ◽  
J. McBride ◽  
...  
Keyword(s):  
Platelet Count ◽  
Thrombotic Thrombocytopenic Purpura ◽  
The Other ◽  
Unknown Etiology ◽  
Normal Range ◽  
Antiplatelet Antibody ◽  
Thrombocytopenic Purpura ◽  
Serious Illness ◽  
Normal Platelet ◽  
Very High

Thrombotic thrombocytopenic purpura (TTP) is a rare but serious illness of unknown etiology. Treatment by plasmapheresis has been reported to be effective but the mechanism for benefit is unknown. We have investigated the effect of plasmapheresis in 2 patients with TTP by quantitating platelet associated IgG (PAIgG) levels prior to and following plasmapheresis. Both patients had very high levels of PAIgG at presentation (90 and A8 fg IgG/platelet respectively, normal 0-5). in both, the PAIgG levels progressively fell to within the normal range and the platelet count rose following plasmapheresis. One patient remained in remission with normal platelet counts and PAIgG levels. The other relapsed after plasmapheresis and the PAIgG level rose prior to the fall in platelet count. Plasmapheresis was repeated and resulted in normalization of both the platelet count and PAIgG level. It is suggested that plasmapheresis removes antiplatelet antibody or immune complexes which may be of etiological importance in this illness.

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