Use of Duration and Rise Time Cues in the Labelling of Affricate and Fricative Speech Sounds by Children with Reading Difficulties

Autor/inn/en	Antony Hughes, J.; Tree, Jeremy; Reed, Phil
Titel	Use of Duration and Rise Time Cues in the Labelling of Affricate and Fricative Speech Sounds by Children with Reading Difficulties
Quelle	In: British Journal of Special Education, 48 (2021) 1, S.70-89 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/1467-8578.12344
Schlagwörter	Cues; Speech Communication; Phonology; Reading Difficulties; Dyslexia; Early Adolescents; British Ability Scales + Suchen Sie Ihr Suchwort? Stichwort; Fonologie; Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche
Abstract	Differentiation of speech is predictable from abilities to discriminate the speed at which a sound reaches its optimum amplitude (rise time). This study investigated whether rise time identification of an affricate-fricative continuum would be impacted upon by dyslexia. Children between 10 and 14 years old identified sounds along a continuum of fricative to affricate sounds (cha-sha continuum), using a novel automated learning rise time identification task. Those with higher dyslexia likelihoods (measured by the Dyslexia Screening Test -- Secondary), and poor reading scores (measured by the British Abilities Scales), showed a difference in rise time identification; greater distances between rise times were needed for those with a high risk of dyslexia to recognise fricative-affricate differences than for controls. These results were not impacted upon by IQ scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01