The Effects of Speech Production and Vocabulary Training on Different Components of Spoken Language Performance

Autor/inn/en	Paatsch, Louise E.; Blamey, Peter J.; Sarant, Julia Z.; Bow, Catherine P.
Titel	The Effects of Speech Production and Vocabulary Training on Different Components of Spoken Language Performance
Quelle	In: Journal of Deaf Studies and Deaf Education, 11 (2006) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
Schlagwörter	Deafness; Partial Hearing; Vocabulary Development; Oral Language; Phonemes; Speech; Oral Reading; Elementary School Students; Student Evaluation; Influences; Verbal Ability; Language Skills; Foreign Countries; Listening Comprehension; Program Effectiveness; Australia + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hörbehinderung; Wortschatzarbeit; Oral interpretation; Mündlicher Sprachgebrauch; Fonem; Speaking; Sprechen; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Schulnote; Studentische Bewertung; Influence; Einfluss; Einflussfaktor; Mündliche Leistung; Language skill; Sprachkompetenz; Ausland; Hörverständnis; Australien
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10