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The effects of speech production and vocabulary training on different components of spoken language performance

Paatsch, Louise, Blamey, Peter, Sarant, Julia and Bow, Catherine 2006, The effects of speech production and vocabulary training on different components of spoken language performance, Journal of deaf studies and deaf education, vol. 11, no. 1, Winter, pp. 39-55, doi: 10.1093/deafed/enj008.

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Title The effects of speech production and vocabulary training on different components of spoken language performance
Author(s) Paatsch, LouiseORCID iD for Paatsch, Louise orcid.org/0000-0003-3978-9603
Blamey, Peter
Sarant, Julia
Bow, Catherine
Journal name Journal of deaf studies and deaf education
Volume number 11
Issue number 1
Season Winter
Start page 39
End page 55
Publisher Oxford University Press
Place of publication Cary, N.C.
Publication date 2006-01
ISSN 1081-4159
1465-7325
Summary A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing.
Language eng
DOI 10.1093/deafed/enj008
Field of Research 130312 Special Education and Disability
Socio Economic Objective 939907 Special Needs Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2005, The Author
Persistent URL http://hdl.handle.net/10536/DRO/DU:30024868

Document type: Journal Article
Collection: School of Education
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Created: Thu, 04 Mar 2010, 14:10:16 EST by Kylie Koulkoudinas

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