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Listening to a Dysphonic Speaker in Noise May Impede Children's Spoken Language Processing in a Realistic Classroom Setting
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Schiller, Isabel S.; Morsomme, Dominique; Kob, Malte; Remacle, Angélique – Language, Speech, and Hearing Services in Schools, 2021
Purpose: The aim of this study was to investigate children's processing of dysphonic speech in a realistic classroom setting, under the influence of added classroom noise. Method: Typically developing 6-year-old primary school children performed two listening tasks in their regular classrooms--a phoneme discrimination task to assess speech…
Descriptors: Acoustics, Language Processing, Elementary School Students, Speech
Is High-Intensity Speech Intervention Better? A Comparison of High-Intensity Intervention versus Low-Intensity Intervention in Children with a Cleft Palate
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Alighieri, Cassandra; Van Lierde, Kristiane; De Caesemaeker, Anne-Sophie; Demuynck, Kris; Bruneel, Laura; D'haeseleer, Evelien; Bettens, Kim – Journal of Speech, Language, and Hearing Research, 2021
Purpose: The purpose of this study was to compare the effect of speech intervention provided with a low intensity with speech intervention provided with a high intensity on the speech and health-related quality of life (HRQoL) in Dutch-speaking children with a cleft palate with or without a cleft lip (CP ± L) between 4 and 12 years. Method: A…
Descriptors: Congenital Impairments, Longitudinal Studies, Speech Therapy, Speech Impairments