scholarly journals Preschool Children’s Speech Pedagogical Sound Culture Correction

2021 ◽  
Vol 9 (5) ◽  
pp. 571-575
Author(s):  
Valentyna Ye. Borova ◽  
◽  
Liubov V. Artemova ◽  
Nataliia I. Melnyk ◽  
Valentuna Ye. Benera ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Qualitative Analysis ◽  
Language Skills ◽  
Speech Sound ◽  
Experimental Methods ◽  
Preschool Age ◽  
Individual Model ◽  
Developmental Levels ◽  
Children's Speech ◽  
Sound Culture

Objective: The article aims to reveal the features of correction of the sound culture of the preschool-age children's speech, the effectiveness of which has been tested experimentally. Background: The sound culture of speech is a multicomponent formation, which covers the phonetic correctness of speech; general language skills and orthoepic correctness of speech. Pedagogical correction of the sound culture of speech is focused on the correct the errors caused by a violation of the sound articulation, sound pronunciation, orthoepic norms of pronunciation, voice strength, etc. Method: In the study, the author's method of pedagogical correction of the sound culture of children’s speech was used. Also, it was used comparative analysis and method of successive analysis of adjustment variants of the speech sound culture. Results: An individual model of pedagogical correction of the sound culture of the child's speech was developed. Training to deepen knowledge, improvement of abilities, and skills of teachers were held. The exercises in sound pronunciation and intonational speech expressiveness were developed. Conclusion: Positive dynamics of developmental levels of the sound culture of children’s speech, which has been confirmed by the results of quantitative and qualitative analysis, confirms the effectiveness of the experimental methods of pedagogical correction of the sound culture of speech.

Syntactic Abilities of Neurologically Normal and Suspect Preterm Children

1996 ◽  
Vol 83 (2) ◽  
pp. 615-618 ◽  
Author(s):  
Gary Holdgrafer
Keyword(s):  
Language Skills ◽  
Preschool Age ◽  
Sentence Structure ◽  
Complex Sentence ◽  
Normal Children ◽  
Preterm Children ◽  
Verb Phrases ◽  
Neurologically Normal

This study examined the syntactic abilities of neurologically normal and suspect preterm children at preschool age to characterize their language skills and to assess specific differences between groups. The Index of Productive Syntax was used to score language transcripts. The children exhibited reduced syntactic performance, particularly in the use of questions, negatives, and complex sentence structure. Children considered to be neurologically suspect had more difficulty with development of verb phrases than did neurologically normal children.

scholarly journals Speech Sound Production in 2-Year-Olds Who Are Hard of Hearing

2014 ◽  
Vol 23 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Sophie E. Ambrose ◽  
Lauren M. Unflat Berry ◽  
Elizabeth A. Walker ◽  
Melody Harrison ◽  
Jacob Oleson ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Hearing Loss ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Sound Production ◽  
Speech Sound ◽  
Linguistic Variables ◽  
Vowel Production ◽  
Severe Hearing Loss ◽  
Children's Speech

Purpose The purpose of the study was to (a) compare the speech sound production abilities of 2-year-old children who are hard of hearing (HH) to children with normal hearing (NH), (b) identify sources of risk for individual children who are HH, and (c) determine whether speech sound production skills at age 2 were predictive of speech sound production skills at age 3. Method Seventy children with bilateral, mild-to-severe hearing loss who use hearing aids and 37 age- and socioeconomic status–matched children with NH participated. Children's speech sound production abilities were assessed at 2 and 3 years of age. Results At age 2, the HH group demonstrated vowel production abilities on par with their NH peers but weaker consonant production abilities. Within the HH group, better outcomes were associated with hearing aid fittings by 6 months of age, hearing loss of less than 45 dB HL, stronger vocabulary scores, and being female. Positive relationships existed between children's speech sound production abilities at 2 and 3 years of age. Conclusion Assessment of early speech sound production abilities in combination with demographic, audiologic, and linguistic variables may be useful in identifying HH children who are at risk for delays in speech sound production.

Predicting Persistent Developmental Stuttering Using a Cumulative Risk Approach

2021 ◽  
pp. 1-26
Author(s):  
Cara M. Singer ◽  
Sango Otieno ◽  
Soo-Eun Chang ◽  
Robin M. Jones
Keyword(s):  
Risk Factors ◽  
Predictive Validity ◽  
Predictive Factors ◽  
Language Skills ◽  
Speech Sound ◽  
Cumulative Risk ◽  
Standard Score ◽  
Persistent Developmental Stuttering ◽  
Risk Approach ◽  
Developmental Stuttering

Purpose: The purpose of this study was to explore how well a cumulative risk approach, based on empirically supported predictive factors, predicts whether a young child who stutters is likely to develop persistent developmental stuttering. In a cumulative risk approach, the number of predictive factors indicating a child is at risk to develop persistent stuttering is evaluated, and a greater number of indicators of risk are hypothesized to confer greater risk of persistent stuttering. Method: We combined extant data on 3- to 5-year-old children who stutter from two longitudinal studies to identify cutoff values for continuous predictive factors (e.g., speech and language skills, age at onset, time since onset, stuttering frequency) and, in combination with binary predictors (e.g., sex, family history of stuttering), used all-subsets regression and receiver operating characteristic curves to compare the predictive validity of different combinations of 10 risk factors. The optimal combination of predictive factors and the odds of a child developing persistent stuttering based on an increasing number of factors were calculated. Results: Based on 67 children who stutter (i.e., 44 persisting and 23 recovered) with relatively strong speech-language skills, the predictive factor model that yielded the best predictive validity was based on time since onset (≥ 19 months), speech sound skills (≤ 115 standard score), expressive language skills (≤ 106 standard score), and stuttering severity (≥ 17 Stuttering Severity Instrument total score). When the presence of at least two predictive factors was used to confer elevated risk to develop persistent stuttering, the model yielded 93% sensitivity and 65% specificity. As a child presented with a greater number of these four risk factors, the odds for persistent stuttering increased. Conclusions: Findings support the use of a cumulative risk approach and the predictive utility of assessing multiple domains when evaluating a child's risk of developing persistent stuttering. Clinical implications and future directions are discussed.

Focus on the Outcomes of Communication Under Six: Validation of Language Skills in the Jamaican Context

2021 ◽  
pp. 152574012110681
Author(s):  
Leslie E. Kokotek ◽  
Karla N. Washington ◽  
Barbara Jane Cunningham ◽  
Rachel Wright Karem ◽  
Brittany Fletcher
Keyword(s):  
Outcome Measures ◽  
Representative Sample ◽  
Language Skills ◽  
Preschool Age ◽  
Focus Measure ◽  
Preschool Age Children ◽  
English Speaking ◽  
Psychometric Evidence ◽  
Creole English ◽  
Jamaican Creole

The Focus on the Outcomes of Communication Under Six (FOCUS) is one of a few validated outcome measures related to children’s communicative participation. Additional validation of the FOCUS measure could address the paucity of validated outcomes-based measures available for assessing preschool-age children, particularly for those who are multilingual. The data collected for this study, with a representative sample of Jamaican Creole-English speaking children, extend the applicability of the FOCUS to a broader range of preschoolers and expand psychometric evidence for the FOCUS to a multilingual and understudied context.

scholarly journals Articulation Rate and Speech-Sound Normalization Failure

2003 ◽  
Vol 46 (3) ◽  
pp. 724-737 ◽  
Author(s):  
Peter Flipsen
Keyword(s):  
Speech Sound ◽  
Unknown Origin ◽  
Preschool Age ◽  
Test Time ◽  
Motor Deficits ◽  
Conversational Speech ◽  
Articulation Rate ◽  
Outcome Group ◽  
Residual Errors

Not all children with speech delay (SD) of unknown origin develop fully normal speech even with intervention. Many retain residual distortion errors into adolescence and ultimately into adulthood. The current study examined whether articulation rate distinguishes those children who retain residual errors from those who normalize. Two groups of speech-delayed children originally identified at preschool age were retested at age 9 years (the early follow-up group) and at age 12–16 years (the late follow-up group), respectively. No differences in articulation rate were observed at either test time in conversational speech between those children who continued to produce residual distortion errors (RE) compared to those children who had fully normalized speech (NSA). For the late follow-up group, children in the RE outcome group articulated speech at significantly slower rates than the children in the NSA outcome group in an embedded words task using both syllables per second and phones per second measures. Findings suggested that children with SD of unknown origin who fail to normalize may have relative speech-motor deficits and possibly deficits in language formulation skill. Alternatively, slower articulation rate in structured tasks may represent some sort of compensation for the continuing presence of speech-sound errors. Possible motivations for such compensation are discussed.

scholarly journals ПСИХОЛІНГВІСТИЧНИЙ РОЗВИТОК МОВЛЕННЯ ДІТЕЙ ДОШКІЛЬНОГО ВІКУ ЗАСОБАМИ ОНТОМУЗИКОТЕРАПІЇ

2020 ◽  
Vol 15 ◽  
pp. 35-38
Author(s):  
Irina Volzhentseva
Keyword(s):  
Music Therapy ◽  
Active Form ◽  
Speech Development ◽  
Preschool Age ◽  
Musical Expression ◽  
Relationship Of ◽  
Children's Speech

The article reveals the innovative aspects of preschool age children’s speech development by means of ontomusic therapy due to the interaction and relationship of the prosody components and means of musical expression according to the deep psychology of the mechanisms of psyche functioning of J. Lacan and the theory of the active form of music therapy by A. Meneghetti.

scholarly journals Regulatory and Planning Speech Functions Influence on the Senior Preschoolers’ and Junior Schoolchildren’s Voluntary Development

2019 ◽  
Vol 25 (1) ◽  
pp. 256-280
Author(s):  
Valentyna Poul ◽  
Ostap Bodyk
Keyword(s):  
Structural Model ◽  
First Graders ◽  
Time History ◽  
Speech Development ◽  
Preschool Age ◽  
Behavior Development ◽  
Experimental Works ◽  
Volitional Behavior ◽  
Children's Speech

The article is based on the idea of studying the growth of the regulatory role of child’s speech in the activity organization and feasance and the conduct of child’s behavior. According to this idea, the child’s volitional behavior arises with the skills appearance to build speech utterances, when youngster begins to draw up a plan of his/her activity and regulate the process of his/her implementation with their help, i.e., the development of planning and regulatory speech functions is in progress. Emphasis is placed just on the problem of forming in children the ability to build utterances on their own in connection with the development of speech functions and their volitional development. It’s given the proof of the interconnection of the stages development of planning and regulatory speech functions in preschool and junior schoolchildren and the conditionality of the volitional development of children by the development of their speech skills and functions. The paper presents a functional-structural model of the development process optimization of planning and regulatory speech functions by children in forming their speech skills. It’s illustrated the structure of the program forming preschoolers’ and first graders’ skills to model speech utterances for their development of planning and regulatory speech functions, the formation of which is considered as one of the their volitional behavior development mechanisms. The effectiveness of this program has been experimentally proved. The results show the substantial children’s speech development changes, the positive will development dynamics, the time history in an interrelation between children’s will and speech development, namely: volitional development was connected with all connected speech indicators at the same time, in preschoolers – mainly with their utterances completeness and logic, in first-graders – with the understanding of the meaning of their own speech in activity. On the basis of the scientists’ theoretical and experimental works and presented empirical research results analysis it’s suggested to assume the senior preschool age as a sensitive for the regulatory speech function development and the junior school age – planning one.

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.

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