Relationship of Articulatory Defects to Speech-Sound Identification

1974 ◽  
Vol 17 (3) ◽  
pp. 352-366 ◽  
Author(s):  
Lorraine M. Monnin ◽  
Dorothy A. Huntington
Keyword(s):  
Positive Relationship ◽  
Speech Sound ◽  
Preschool Age ◽  
Kindergarten Children ◽  
Speech Signals ◽  
Speech Sounds ◽  
Identification Task ◽  
Preschool Age Children ◽  
Relationship Of ◽  
Normal Speaking

Normal-speaking and speech-defective children were compared on a speech-sound identification task which included sounds the speech-defective subjects misarticulated and sounds they articulated correctly. The identification task included four tests: [r]-[w] contrasts, acoustically similar contrasts, acoustically dissimilar contrasts, and vowel contrasts. The speech sounds were presented on a continuum from undistorted signals to severely distorted speech signals under conditions which have caused confusion among adults. Subjects included 15 normal-speaking kindergarten children, 15 kindergarten children with defective [r]s, and 15 preschool-age children. The procedure employed was designed to test, in depth, each sound under study and to minimize extraneous variables. Speech-sound identification ability of speech-defective subjects was found to be specific rather than a general deficiency, indicating a positive relationship between production and identification ability.

The Iowa Articulation Norms Project and its Nebraska Replication

1990 ◽  
Vol 55 (4) ◽  
pp. 779-798 ◽  
Author(s):  
Ann Bosma Smit ◽  
Linda Hand ◽  
J. Joseph Freilinger ◽  
John E. Bernthal ◽  
Ann Bird
Keyword(s):  
Parental Education ◽  
Speech Sound ◽  
Age Groups ◽  
Preschool Age ◽  
Assessment Instrument ◽  
Speech Sounds ◽  
Phonetic Transcription ◽  
School Based ◽  
Or Groups ◽  
Age Range

The purpose of the Iowa Articulation Norms Project and its Nebraska replication was to provide normative information about speech sound acquisition in these two states. An assessment instrument consisting of photographs and a checklist form for narrow phonetic transcription was administered by school-based speech-language pathologists to stratified samples of children in the age range 3–9 years. The resulting data were not influenced by the demographic variables of population density (rural/urban), SES (based on parental education), or state of residence (Iowa/Nebraska); however, sex of the child exerted a significant influence in some of the preschool age groups. The criteria used to determine acceptability of a production appeared to influence outcomes for some speech sounds. Acquisition curves were plotted for individual phoneme targets or groups of targets. These curves were used to develop recommended ages of acquisition for the tested speech sounds, with recommendations based generally on a 90% level of acquisition. Special considerations were required for the phonemes /n s z/.

scholarly journals Speech sound articulation abilities of preschool-age children who stutter

2013 ◽  
Vol 38 (4) ◽  
pp. 325-341 ◽  
Author(s):  
Chagit E. Clark ◽  
Edward G. Conture ◽  
Tedra A. Walden ◽  
Warren E. Lambert
Keyword(s):  
Speech Sound ◽  
Preschool Age ◽  
Preschool Age Children

scholarly journals Relationship Between Speech-Sound Disorders and Early Literacy Skills in Preschool-Age Children: Impact of Comorbid Language Impairment

2007 ◽  
Vol 28 (6) ◽  
pp. 438-447 ◽  
Author(s):  
Laura Sices ◽  
H Gerry Taylor ◽  
Lisa Freebairn ◽  
Amy Hansen ◽  
Barbara Lewis
Keyword(s):  
Early Literacy ◽  
Language Impairment ◽  
Speech Sound ◽  
Literacy Skills ◽  
Preschool Age ◽  
Early Literacy Skills ◽  
Speech Sound Disorders ◽  
Preschool Age Children

scholarly journals HUBUNGAN STIMULASI BERMAIN, KUALITAS INTERAKSI DAN VERBAL ABUSE DENGAN PERKEMBANGAN PERSONAL SOSIAL ANAK USIA PRASEKOLAH

2019 ◽  
Vol 1 (2) ◽  
pp. 7-15
Author(s):  
Ulva Noviana
Keyword(s):  
Preschool Children ◽  
Child Development ◽  
Social Development ◽  
Verbal Abuse ◽  
Preschool Age ◽  
P Value ◽  
Independent Variables ◽  
Interaction Quality ◽  
Preschool Age Children ◽  
Relationship Of

One aspect of development in preschoolers is personal social development. Preliminary study results conducted on 10 children obtained results 6 children with caution assessment, 2 children with delayed assessment, and 2 children with normal assessment with the Suspect interpretation on the assessment of the Denver II test.The purpose of this study was to determine the relationship of play stimulation, the quality of interaction, and verbal abuse with the social development of preschoolers in kindergarten of Al-Djufri VI. This research use Analytical method with Cross Sectional approach with independent variables is play stimulation, interaction quality, and verbal abuse and the dependent variable is personal social development. The population is the parents of preschool children in kindergarten of Al-Djufri VI as many as 38 people with a total sample of 38 people Using total sampling technique. The instruments in this study used questionnaires on independent variables and used the Denver II test on the dependent variable.Statistical test using spearman rank test with significance level of 0.05. The result of this study using spearmen rank shows there is relationship of play stimulation with social development of preschool children with p value 0,000 <0,05 and r = 0,677, There is relationship of interaction quality with social development of preschool age children with p value 0,000 <0,05 and r = 0,724, There is relationship of verbal abuse with social development of preschool age children with p value 0,040 <0,05 and r = 0,334. Play stimulation, interaction quality, and verbal abuse have a relationship with personal social development. Parents and teachers are advised to be able to increase their knowledge as an effort to prevent child development delay in social aspect by doing screening test on health service to measure child development level.

scholarly journals Evidence-Based Multifactorial Assessment of Preschool-Age Children Who Stutter

2017 ◽  
Vol 2 (4) ◽  
pp. 4-27 ◽  
Author(s):  
Chagit E. Clark ◽  
Victoria Tumanova ◽  
Dahye Choi
Keyword(s):  
Speech Rate ◽  
Speech Sound ◽  
Preschool Age ◽  
Evidence Based ◽  
Child Assessment ◽  
Practical Applications ◽  
Preschool Age Children ◽  
History Of ◽  
Child Assessments ◽  
Direct Child

This review summarizes extant findings supporting multifactorial models of stuttering within the context of preschool-age stuttering assessment. Evidence is given for a number of speech-language and associated factors/domains to consider when evaluating young children who stutter. Selected factors are presented in two parts: (1) Caregiver Interview and (2) Direct Child Assessment. Factors addressed during caregiver interviews include: gender, time since and age at stuttering onset, family history of stuttering, caregivers' perception/concerns about stuttering, and temperament. Factors addressed during direct child assessments include: stuttering behaviors, speech-associated attitudes/awareness, and speech rate, as well as speech sound and language development. Interactions/relations among factors are noted, showing their combined effects and contributions to childhood stuttering. Additionally, suggested clinical applications are provided wherever appropriate. Such evidence and practical applications bridge the gap between theory and clinical practice, thus advancing the abilities of speech-language pathologists to conduct well-informed, comprehensive stuttering evaluations.

Fine Motor Function and Oral-Motor Imitation Skills in Preschool-Age Children With Speech-Sound Disorders

2007 ◽  
Vol 46 (7) ◽  
pp. 604-611 ◽  
Author(s):  
Amy J. Newmeyer ◽  
Sandra Grether ◽  
Carol Grasha ◽  
Jaye White ◽  
Rachel Akers ◽  
...  
Keyword(s):  
Motor Function ◽  
Speech Sound ◽  
Preschool Age ◽  
Fine Motor ◽  
Speech Sound Disorders ◽  
Oral Motor ◽  
Motor Imitation ◽  
Fine Motor Function ◽  
Preschool Age Children

scholarly journals HUBUNGAN POLA ASUH IBU DENGAN KEBERHASILAN TOILET TRAINING PADA ANAK USIA PRASEKOLAH DI POSYANDU BALITA BANJAR INTARAN WILAYAH KERJA UPT KESMAS TAMPAKSIRING II

2018 ◽  
Vol 5 (2) ◽  
pp. 91-102
Author(s):  
Kadek Sopa Yuliana ◽  
Ni Wayan Suniyadewi ◽  
I Made Udayana
Keyword(s):  
Preschool Age ◽  
Toilet Training ◽  
P Value ◽  
Cross Sectional ◽  
Purposive Sampling ◽  
Maternal Parenting ◽  
Preschool Age Children ◽  
Training Success ◽  
Relationship Of ◽  
Spearman Test

Toilet Training secara dini merupakan salah satu tugas perkembangan untuk membentuk kemandirian, kedisiplinan dan kepekaan emosi pada anak untuk mencapai tugas perkembangan pada anak usia prasekolah. Hasil studi pendahuluan di Posyandu Balita Banjar Intaran, dari hasil wawancara dengan 10 ibu, didapatkan 40% anak sudah mandiri dalam melakukan toilet training dan 60% anak lainnya masih sering mengompol, memerlukan bantuan ibu pada saat BAK dan BAB. Tujuan penelitian ini adalah mengetahui hubungan pola asuh ibu dengan keberhasilan toilet training pada anak usia prasekolah. Jenis penelitian deskriptif analitik, dengan rancangan cross-sectional. Jumlah sampel sebanyak 57 orang dengan metode Purposive sampling. Pengumpulan data menggunakan kuesioner. Pola asuh ibu sebagian besar adalah demokratis sebanyak 36 orang (62,3%). Keberhasilan toilet training sebagian besar dalam kategori berhasil sebanyak 38 orang (66,7%). Hasil uji Rank Spearman didapatkan P value 0,000< dari tingkat signifikansi ditentukan yaitu 0,05, hasil ini menunjukkan ada hubungan pola asuh ibu dengan keberhasilan toilet training pada anak usia prasekolah. Pola asuh ibu berhubungan signifikan dengan keberhasilan toilet training pada anak usia prasekolah. Disarankan agar orang tua menstimulasi atau melatih anak agar bisa memenuhi kebutuhan mereka sendiri yaitu dimulai dari kebutuhan paling dasar misalnya melatih toilet training, makan/minum sendiri dan merapikan mainan sendiri.   Kata Kunci : Pola Asuh Ibu, Toilet Training, Anak Usia Prasekolah   ABSTRACT Toilet Training in early age is one of the developmental tasks to form self-supporting, discipline and emotional sensitivity in children to achieve the developmental task, one of which can be done through the toilet training early on. The results of the preliminary study at Maternal and Child Health Centre Banjar Intaran, with interviewed 10 mothers, found that 40% children have been self-supporting in toilet training and 60% of another children still wet the pants, need mother's assistance at the time of defecation and urination. The aim of this research was to know the relationship of maternal parenting toward the toilet training success in preschool age children. The type of research was analytical descriptive with cross-sectional design. The number of sample were 57 people with Purposive sampling method. The data collection used questionnaires. The maternal parenting was mosthy democratic, as many as 36 people (%). The success of toilet training mostly in success category as many as in 38 people (66,7%). The result of Rank Spearman test with p value 0.000< from the significance level determined that is 0,05, it is showed there is a relationship of maternal parenting toward the toilet training success at preschool age children. Maternal parenting is significantly associated with the success of toilet training in preschool age children. It is recommended that parents stimulate or train the children to meet their own needs starting from the most basic needs such as train the toilet toilets, eat/drink themselves and clear up the toys themselves.   Keywords: Maternal Parenting, Toilet Training, Preschool Children Age

Individual Differences in Music Listening Responses of Kindergarten Children

2002 ◽  
Vol 50 (4) ◽  
pp. 292-300 ◽  
Author(s):  
Wendy L. Sims ◽  
D. Brett Nolker
Keyword(s):  
Individual Differences ◽  
Small Group ◽  
Teacher Ratings ◽  
Preschool Age ◽  
Kindergarten Children ◽  
Music Listening ◽  
Older Children ◽  
Group Activities ◽  
Preschool Age Children ◽  
Small Group Activities

In this project, we examined a phenomenon observed in two previous studies: When children were given the opportunity to listen to four pieces of music for as long as they chose in individual listening sessions, large differences were apparent among different children s total listening times. However, individual children tended to be remarkably consistent within their own approach to listening to the pieces, listening to each of the four for very similar lengths of time. The present study was designed to replicate and extend aspects of those studies with older children, and to examine how listening times would relate to teachers' ratings of the children's attention during large- and small-group activities. Results indicated that the kindergarten participants' listening times were consistent with the previous responses of preschool-age children. Additionally, time spent listening bore no relationship to either teacher ratings of attention or to age.

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