The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI)

Jenni Heikkilä, Eila Lonka, Auli Meronen, Sisko Tuovinen, Raija Eronen, Paavo Leppänen, Ulla Richardson, Timo Ahonen, Kaisa Tiippana

Research output: Contribution to journalArticleScientificpeer-review

Abstract

We developed a computerized audiovisual training programme for school-aged children with specific language impairment (SLI) to improve their phonological skills. The programme included various tasks requiring phonological decisions. Spoken words, pictures, letters and written syllables were used as training material. Spoken words were presented either as audiovisual speech (together with the talking face), or as auditory speech (voice alone). Two groups (10 children/group) trained for six weeks, five days per week: the audiovisual group trained with audiovisual speech, and the other group received analogically the same training but with auditory speech. Before and after training, language skills and other cognitive skills were assessed. The audiovisual group improved in a non-word-repetition test. Such improvement was not observed with auditory training. This result suggests that audiovisual speech may be helpful in the rehabilitation of children with SLI.
Original languageEnglish
JournalChild Language Teaching and Therapy
Volume34
Issue number3
Pages (from-to)269– 287
Number of pages19
ISSN0265-6590
DOIs
Publication statusPublished - 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 515 Psychology

Cite this

Heikkilä, Jenni ; Lonka, Eila ; Meronen, Auli ; Tuovinen, Sisko ; Eronen, Raija ; Leppänen, Paavo ; Richardson, Ulla ; Ahonen, Timo ; Tiippana, Kaisa . / The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI). In: Child Language Teaching and Therapy. 2018 ; Vol. 34, No. 3. pp. 269– 287.
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abstract = "We developed a computerized audiovisual training programme for school-aged children with specific language impairment (SLI) to improve their phonological skills. The programme included various tasks requiring phonological decisions. Spoken words, pictures, letters and written syllables were used as training material. Spoken words were presented either as audiovisual speech (together with the talking face), or as auditory speech (voice alone). Two groups (10 children/group) trained for six weeks, five days per week: the audiovisual group trained with audiovisual speech, and the other group received analogically the same training but with auditory speech. Before and after training, language skills and other cognitive skills were assessed. The audiovisual group improved in a non-word-repetition test. Such improvement was not observed with auditory training. This result suggests that audiovisual speech may be helpful in the rehabilitation of children with SLI.",
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The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI). / Heikkilä, Jenni; Lonka, Eila ; Meronen, Auli; Tuovinen, Sisko; Eronen, Raija; Leppänen, Paavo; Richardson, Ulla; Ahonen, Timo; Tiippana, Kaisa .

In: Child Language Teaching and Therapy, Vol. 34, No. 3, 2018, p. 269– 287.

Research output: Contribution to journalArticleScientificpeer-review

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AU - Heikkilä, Jenni

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AU - Eronen, Raija

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AU - Richardson, Ulla

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AU - Tiippana, Kaisa

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AB - We developed a computerized audiovisual training programme for school-aged children with specific language impairment (SLI) to improve their phonological skills. The programme included various tasks requiring phonological decisions. Spoken words, pictures, letters and written syllables were used as training material. Spoken words were presented either as audiovisual speech (together with the talking face), or as auditory speech (voice alone). Two groups (10 children/group) trained for six weeks, five days per week: the audiovisual group trained with audiovisual speech, and the other group received analogically the same training but with auditory speech. Before and after training, language skills and other cognitive skills were assessed. The audiovisual group improved in a non-word-repetition test. Such improvement was not observed with auditory training. This result suggests that audiovisual speech may be helpful in the rehabilitation of children with SLI.

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