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Full-Text Articles in Education
Transitioning From Analog To Digital Audio Recording In Childhood Speech Sound Disorders, Lawrence D. Shriberg, Jane L. Mcsweeny, Bruce E. Anderson, Thomas F. Campbell, Michael R. Chial, Jordan R. Green, Katherina K. Hauner, Christopher A. Moore, Heather L. Rusiewicz, David L. Wilson
Transitioning From Analog To Digital Audio Recording In Childhood Speech Sound Disorders, Lawrence D. Shriberg, Jane L. Mcsweeny, Bruce E. Anderson, Thomas F. Campbell, Michael R. Chial, Jordan R. Green, Katherina K. Hauner, Christopher A. Moore, Heather L. Rusiewicz, David L. Wilson
Department of Special Education and Communication Disorders: Faculty Publications
Few empirical findings or technical guidelines are available on the current transition from analog to digital audio recording in childhood speech sound disorders. Of particular concern in the present context was whether a transition from analog- to digital-based transcription and coding of prosody and voice features might require re-standardizing a reference database for research in childhood speech sound disorders. Two research transcribers with different levels of experience glossed, transcribed, and prosody-voice coded conversational speech samples from eight children with mild to severe speech disorders of unknown origin. The samples were recorded, stored, and played back using representative analog and digital …
The Relationship Between Phonological Awareness And Reading: Implications For The Assessment Of Phonological Awareness, Tiffany Hogan, Hugh W. Catts, Todd D. Little
The Relationship Between Phonological Awareness And Reading: Implications For The Assessment Of Phonological Awareness, Tiffany Hogan, Hugh W. Catts, Todd D. Little
Department of Special Education and Communication Disorders: Faculty Publications
Purpose: Speech-language pathologists (SLPs) use phonological awareness assessments in many ways. This study examines the usefulness of these assessments in kindergarten and 2nd grade.
Method: Measures of phonological awareness and letter identification were administered in kindergarten, and measures of phonological awareness, phonetic decoding (i.e., nonword reading), and word reading were administered in 2nd and 4th grades to a sample of 570 children participating in a longitudinal study of reading and language impairments.
Results: A path analysis indicated that kindergarten measures of phonological awareness and letter identification provided information to the prediction of 2nd-grade reading. In 2nd grade, measures of reading …