Delayed feedback disrupts optimal strategies during foreign speech sound learning

The ultimate goal for speech-language pathologists is to align the linguistic behaviors of the clients whom we serve with those of the ambient language of the community. In light of this goal, it is critical that change in speech production is measured accurately. In this article, we review the use of visual analog scaling as a measure of change in children’s speech production. Following a discussion of this tool, the authors consider the clinical utility of this type of measurement.

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Emergence of category-level sensitivities in non-native speech sound learning

Frontiers in Neuroscience ◽

10.3389/fnins.2014.00238 ◽

2014 ◽

Vol 8 ◽

Cited By ~ 11

Author(s):

Emily B. Myers

Keyword(s):

Speech Sound ◽

Native Speech ◽

Sound Learning

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Predicting Individual Differences in Reading and Spelling Skill With Artificial Script–Based Letter–Speech Sound Training

Journal of Learning Disabilities ◽

10.1177/0022219417715407 ◽

2017 ◽

Vol 51 (6) ◽

pp. 552-564 ◽

Cited By ~ 9

Author(s):

Sebastián Aravena ◽

Jurgen Tijms ◽

Patrick Snellings ◽

Maurits W. van der Molen

Keyword(s):

Individual Differences ◽

Phonological Awareness ◽

Reading Ability ◽

Word Reading ◽

Speech Sound ◽

Rapid Automatized Naming ◽

Matching Task ◽

Unique Contribution ◽

Sound Learning ◽

Reading And Spelling

In this study, we examined the learning of letter–speech sound correspondences within an artificial script and performed an experimental analysis of letter–speech sound learning among dyslexic and normal readers vis-à-vis phonological awareness, rapid automatized naming, reading, and spelling. Participants were provided with 20 min of training aimed at learning eight new basic letter–speech sound correspondences, followed by a short assessment of mastery of the correspondences and word-reading ability in this unfamiliar script. Our results demonstrated that brief training is moderately successful in differentiating dyslexic readers from normal readers in their ability to learn letter–speech sound correspondences. The normal readers outperformed the dyslexic readers for accuracy and speed on a letter–speech sound matching task, as well as on a word-reading task containing familiar words written in the artificial orthography. Importantly, the new artificial script-related measures were related to phonological awareness and rapid automatized naming and made a unique contribution in predicting individual differences in reading and spelling ability. Our results are consistent with the view that a fundamental letter–speech sound learning deficit is a key factor in dyslexia.

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