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Hits 21 – 29 of 29
21
Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity ...
Masso, Sarah
;
Sharynne McLeod
;
Baker, Elise
. - : Taylor & Francis, 2016
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22
Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity ...
Masso, Sarah
;
Sharynne McLeod
;
Baker, Elise
. - : Taylor & Francis, 2016
BASE
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23
Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity ...
Masso, Sarah
;
Sharynne McLeod
;
Baker, Elise
. - : Taylor & Francis, 2016
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24
Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity ...
Masso, Sarah
;
Sharynne McLeod
;
Baker, Elise
. - : Figshare, 2016
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25
Polysyllable productions in preschool children with speech sound disorders: Error categories and the Framework of Polysyllable Maturity ...
Masso, Sarah
;
Sharynne McLeod
;
Baker, Elise
. - : Figshare, 2016
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26
Polysyllable productions in preschool children with speech sound disorders : error categories and the framework of polysyllable maturity
McLeod, Sharynne
;
Masso, Sarah
;
McCormack, Jane
;
Baker, Elise
(R20118). - : U.K., Taylor & Francis, 2016
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.
Keyword:
phonetics
;
preschool children
;
speech
;
speech disorders
;
XXXXXX - Unknown
URL:
https://doi.org/10.3109/17549507.2016.1168483
https://hdl.handle.net/1959.7/uws:55365
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27
Phonology
Masso, Sarah
;
Baker, Elise
(R20118). - : South Melbourne, Vic., Oxford University Press, 2015
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28
Identifying phonological awareness difficulties in preschool children with speech sound disorders
Masso, Sarah
;
Baker, Elise
(R20118);
McLeod, Sharynne
. - : U.K., Taylor & Francis, 2014
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29
How do children with phonological impairment respond to requests for clarification containing polysyllables?
Masso, Sarah
;
McCabe, Patricia
;
Baker, Elise
(R20118). - : U.K., Sage Publications, 2014
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