Describes the intonation visualizer, a machine which permits a model sentence to be presented aurally to a student who sees simultaneously the intonation pattern being traced on an oscilloscope screen. The student then repeats the sentence and sees on the screen the intonation curve that he is generating. (Author/CFM)

Discusses several hypotheses about the measurement of speech-communication proficiency which are being tested at the University of Hawaii and a testing instrument entitled Dy Comm'' (dyadic communication) which emerged from this research. (DD)

Paper presented at the Annual Meeting of the American Educational Association, Los Angeles, February 1969. Research supported by the U.S. Office of Education.

Reminds speech teachers that characteristics of voice and articulation are important only to the extent that they impede accomplishment of communication goals. Students' problems in articulation, voice, and rate of utterance should be considered in this context. (JMF)

A study of 25 toddlers with expressive language delays and their mothers investigated whether a focused stimulation intervention concentrating on lexical training had indirect, secondary effects on the children's phonological abilities. Results indicate the toddlers that received the intervention made treatment gains in two areas of phonological…

Twenty-seven Children (ages 42-66 months) with articulation impairment were taught to identify natural speech tokens as belonging to either the "sh" or not "sh" categories. Results showed that a computer-driven speech perception training program, provided concurrently with sound production training, can facilitate sound…

This article proposes a synergistic, interactive model of cluttering, a fluency disorder manifested in rapid or erratic speech rates, reduced intelligibility, and language deviations. Clinical strategies are presented in a framework of several working assumptions about cluttering. Despite encouraging reports, further research into the nature and…

The speech intelligibility of 18 children with prelingual deafness was examined after using cochlear implants for an average of 3 years. The average speech intelligibility score of the nine children using oral communication was significantly higher than that of nine children using total communication. (DB)

Two groups of 9 children (ages 10-15) with profound hearing impairments and low speech intelligibility were taught to produce consonants using either electropalatographic or traditional aural-oral techniques. Results suggest that electropalatographic techniques were at least equal alternatives to traditional aural-oral speech training techniques.…

A study tested the quality and intelligibility, as judged by several listeners, of four users' electrolaryngeal speech, with and without filtering to compensate for perceptually objectionable acoustic characteristics. Results indicated that an adaptive filtering technique produced a noticeable improvement in the quality of the Transcutaneous…

This 14-year prospective, longitudinal study of children with (n=114) and without (n=128) speech and/or language impairments found (1) high rates of continued communication difficulties; (2) considerable stability in language performance over time; and (3) better long-term outcomes for those with initial speech impairments than for those with…

A case study of a child who was stimulated with a cochlear implant at age 25 months is reported. Postimplantation, nasals decreased and other consonant types increased, particularly alveolars. The vowel space expanded, including increased production of diphthongs. Serial organization of speech postimplantation mirrored basic motor propensities in…

This article compares and contrasts the two major psycholinguistic philosophies of speech development, the traditional and the phonological approaches. The traditional approach is seen as most useful for children whose speech is only mildly impaired or who need oral sensorimotor stimulation. For severely unintelligible speech, the phonological…

Naturalistic speech samples of 29 3-year olds diagnosed with specific expressive language delay were compared to 19 age-matched peers in order to determine their improvement in phonological skills since age two. Results revealed no significant differences in number of vocalizations, although there were differences in phonetic inventories,…