Developmental Changes Of Temporal And Spectral Parameters

The purpose of the present study was to determine if the types of preschool verbalization sound errors can signal school-age outcomes for children with speech and sound disorders. The second purpose was to determine if preschool verbalization errors are symbolic of school-age verbalization sound production skills. Preston, Hull, & Edwards (2013) hypothesized that children who generate many distortion errors in preschool may be at risk for continuing verbalization sound errors at school age.

Kara-lynn is a 3 year; 6 month old female presenting with a severe phonological disorder. Her results from testing indicate that her speech intelligibility is significantly reduced due to multiple phoneme collapses into /d/ of the following phonemes and consonant clusters: /p/, /g/, /k/, /s/, /z/, /θ/, /ð/, /tr/,and /gr/. In addition, the use of multiple phonological processes, including: final consonant deletion, initial consonant deletion, cluster reduction, vocalization, and deaffrication also significantly contribute to her reduced intelligibility. Her speech intelligibility in known context was calculated to be 64%, which is low for a child who is 3 years; 6 months(consider adding reference). Reduced intelligibility can impact a child’s ability to communicate wants and needs, making Kara-Lynn’s speech intelligibility an area of need.

Child hood Apraxia of Speech is a motor speech disorder that affects children’s ability to say sounds, syllables, and words. The brain has trouble coordinating muscle movements that are needed for speech. The child knows exactly what to speak, but the brain has trouble coordinating the muscle movements. It is different for every person that has this type of disorder. In some other cases, it can be an unknown cause, meaning it can happen out of the blue, or by mutations. One of the articles is based off of reliability and validity testing and scoring by the Dynamic Evaluation of Motor Speech Skills, while the other has different assessments that were tested and transcribed.

After the first couple of months, infants become more interactive with their surroundings. They are very curious and have the desire to get in touch with the world. In order to engage in such activity, they begin by utilizing their sense of touch by placing numerous objects in their mouth. In the upcoming months, infants start to use different senses such as hearing and sight to get in touch with their surroundings. Before they are even able to speak, their caregivers speak to them in differentiated speech and vocalizations as opposed to adults. The intonation and rhythm in the adult’s voice is usually different around young children, causing them to be able to get their attention. Over the years, speech language pathologists have conducted a large number of studies where it demonstrates children’s’ fascination with speech generated by humans. Levi, as summarized by the ASHA leader, conducted a study where the children successfully recited words after distinguishing the familiar and unfamiliar voices of the speakers.

Iliadou et al. (2015) analyzed three cases of Pediatric Speech Sound Disorder (SSD) to determine if a hearing loss or auditory processing deficit played a part in the delayed progress that was being made in speech therapy. Each child completed an otoscopy, pure-tone air conduction evaluation, tympanometry, otoacoustic emissions (OAEs), auditory brainstem responses (ABR), and a variety of word recognition assessments (e.g. dichotic listening, sequencing, other central auditory processing disorder assessments). Case one was an 8-year-old boy who had a diagnosis of SSD and presented little to no progress in therapy (Iliadou et al., 2015). The mother of the child had no concerns regarding her child’s hearing, although several scenarios began

Ibrahim, Kilpatrick, Reilly, and Vogel (2009) performed a comparative study of the acoustic measures of hypernasality in the speech of school-aged children aged 2-14 years, some with cleft lip/palate and others without cleft lip/palate. Ibrahim, Kilpatrick, Reilly, and Vogel (2009) provided perceptual ratings of the hyper/hyponasality of vowel production in the children’s speech. Any child who was sick or had acquired an upper respiratory infection was excluded from the study, as was any child with cleft lip/palate who also had any other disorders or comorbidities. The study included a perceptual assessment in which two speech therapists were required to agree upon the perception of the phonemes the child produced. Each child held and sustained two vowels, followed by production of two CVC words without nasal phonemes. This process was repeated five times with each child. The

Her main area of interest is in understanding the underlying and surface manifestations of Speech Sound Disorders in children. Her aim is to develop a theoretical model of SSDs that integrates how speech perception impacts speech production and interacts with language factors. Through this research more effective assessment and intervention protocols for children with SSD can be developed.

Purpose: To study the long term development of speech sounds in children with cochlear implants and to determine if there was a time at which this development reaches a point of little or no change.

To analyze if individual sounds are formed in the utero, the study followed thirty-three mothers who were recruited from internet discussion boards and the delivery ward of the Women’s Hospital in the district of Helsinki and Uusimaa. Out of the thirty-three mothers, seventeen mothers listened to loud sequences of made-up words for two 4 minute sequences from week 29 to birth, but never to play after the birth of their child (Partamen, 2013, 1). They were instructed to listen to the CD up to five to seven times per week at approximately the same time daily. In the two 4-minute sequences, the standard (tatata) was played 429 times, the vowel change (tatata) was played 146 times, and the four pitch changes in the middle syllable (tatata)was played 74 times. (Partamen, 2013, 4). The

Eight categories were clarified by participants such as fluency, accuracy, pronunciation, …. This was done through common criteria teachers pointed out in the interview.

Thinkers of the communicative tradition tend to see inner speech as a mere encoding/decoding process for pure thoughts (p5). As of recent, there has been a growing interest in inner speech from different but interrelated academic fields. Psycholinguistics studies has developed a massive interest in inner speech, to reveal its role and/or effect on language components and skills. As a result, it has become an important research area in the aforementioned field of study. In terms of recent research involving the decoding aspects of reading (e.g., orthographic, phonological and semantic processing), there is much debate over the role of phonology. This debate among reading researchers can be broken down into two main areas (Perfetti,1999). These two areas involve the role of phonological processes in regard to word identification, that is, whether phonological information helps access a word’s meaning (pre–lexical), or whether its role is one of identification (post–lexical) (Perfetti, 1999).(take for discussion) “Reading is a complex process that involves the interaction of two levels of processing: decoding individual units and using text as a whole to establish broader meaning. In particular, the decoding aspect of reading is highly controversial territory for reading researchers” (p 15). This experiment looks show if there was a primacy or recency effect; the effect of phonological similarity upon

The participants involved consists of two speakers that are Australian born and raised in Australia, with one of them being between the ages of 18-25 and the other over 65 years. The final two participants involves one of them being a non-native speaker of English between the ages of 18-70 and the other a non-Australian native speaker of English aged between 18-70. The aim of the experiment is to find out about the differences in the variations of speech of each of the 4 different participants. These included vocabulary choices such as youth slang, gender differences, phonetic differences such as pronunciation and intonation and style differences such as Americanism in Australian English.

B.1.a. One reason for the students’ success with this second goal may actually be the instruction they attained in pursuing the first goal - Students will identify the letters and sounds of the English alphabet. While addressing the letters and most common phonetic sounds of the English alphabet, (including short vowels sounds) in lessons two and three, incidental discussions occurred regarding the vowels themselves, due to students’ curiosity, prior knowledge and the changeable nature of English vowels’ phonetic representations.

In whole of the animal kingdom, human being’s voice is unique and is the fundamental way of communication. The flexibility of sound production and the range of frequency allow people use their voice to express their emotions (Chatterjee, 2011). Ageing is the process for each human being to go through. As we all known, linguistic and acoustic characteristics of children’s voice and speech pattern are quite different from adults. Males and females’ voices are striking different in pitch. These differences are mainly caused by differences in the anatomical structures of the larynx, which change rapidly over time due to individual’s growth(Tielen, 1989; Kaur, 2015). Especially during childhood and adolescence, personal physiology changes quickly and their skill of co-articulation also increased (Kaur, 2015). The larynx and vocal folds do not entirely mature until late adolescence (Mwangi et al., 2009). In particular, noticeable change related to Hormone occurs among boys. For pre-pubertal boys and girls, their vocal apparatus is almost the same, which means their fundamental frequencies are entirely similar. During puberty, the changes in the larynx’s size and character causes voice cracking and characteristic pitch breaks. This grows more rapidly and extremely among boys, rather than girls, due to the inner secretion of sex hormones (Tielen, 1989). After this period, individual’s voice might be stable in several decades (Chatterjee, 2011). While, a significant

The participants were chosen from Miyaneh Islamic Azad University, Iran. They were 100 university students (50 females and 50 males) studying different fields of studies. Their ages varied from 19 to 34 years old (M = 23.21, SD = 2.61); 13 learners did not specify their age. They were senior college students who were studying English as a general course at Islamic Azad universities of Miyaneh, Iran.