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Elements of phonological interventions for children with speech sound disorders : the development of a taxonomy
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Preschool children's communication, motor and social development : parents' and educators' concerns
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Tutorial : Assessment and analysis of polysyllables in young children
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Profile of Australian preschool children with speech sound disorders at risk for literacy difficulties
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Polysyllable speech accuracy and predictors of later literacy development in preschool children with speech sound disorders
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Tutorial : Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist
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Educators' perspectives on facilitating computer-assisted speech intervention in early childhood settings
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Implementation fidelity of a computer-assisted intervention for children with speech sound disorders
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Longitudinal changes in polysyllable maturity of preschool children with phonologically-based speech sound disorders
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Cluster-randomized controlled trial evaluating the effectiveness of computer-assisted intervention delivered by educators for children with speech sound disorders
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Polysyllable productions in preschool children with speech sound disorders : error categories and the framework of polysyllable maturity
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Abstract:
Purpose: Children with speech sound disorders (SSD) find polysyllables difficult; however, routine sampling and measurement of speech accuracy are insufficient to describe polysyllable accuracy and maturity. This study had two aims: (1) compare two speech production tasks and (2) describe polysyllable errors within the Framework of Polysyllable Maturity. Method: Ninety-three preschool children with SSD from the Sound Start Study (4;0–5;5 years) completed the Polysyllable Preschool Test (POP) and the Diagnostic Evaluation of Articulation and Phonology (DEAP-Phonology). Result: Vowel accuracy was significantly different between the POP and the DEAP-Phonology. Polysyllables were analysed using the seven Word-level Analysis of Polysyllables (WAP) error categories: (1) substitution of consonants or vowels (97.8% of children demonstrated common use), (2) deletion of syllables, consonants or vowels (65.6%), (3) distortion of consonants or vowels (0.0%), (4) addition of consonants or vowels (0.0%), (5) alteration of phonotactics (77.4%), (6) alteration of timing (63.4%) and (7) assimilation or alteration of sequence (0.0%). The Framework of Polysyllable Maturity described five levels of maturity based on children’s errors. Conclusions: Polysyllable productions of preschool children with SSD can be analysed and categorised using the WAP and interpreted using the Framework of Polysyllable Maturity.
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Keyword:
phonetics; preschool children; speech; speech disorders; XXXXXX - Unknown
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URL: https://doi.org/10.3109/17549507.2016.1168483 https://hdl.handle.net/1959.7/uws:55365
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Identifying phonological awareness difficulties in preschool children with speech sound disorders
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Speech-language pathologists' practices regarding assessment, analysis, target selection, intervention, and service delivery for children with speech sound disorders
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International aspirations for speech-language pathologists' practice with multilingual children with speech sound disorders : development of a position paper
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Evidence-based practice for children with speech sound disorders. Part 1: Narrative review
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Evidence-based practice for children with speech sound disorders. Part 2: Application to clinical practice
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Segment Production in Mono-, Di- and Polysyllabic Words in Children Aged 3 to 7 years
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