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

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

Sammanfattning

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.
Originalspråkengelska
TidskriftChild Language Teaching and Therapy
Volym34
Utgåva3
Sidor (från-till)269– 287
Antal sidor19
ISSN0265-6590
DOI
StatusPublicerad - 2018
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 515 Psykologi

Citera det här

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). I: Child Language Teaching and Therapy. 2018 ; Vol. 34, Nr. 3. s. 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 .

I: Child Language Teaching and Therapy, Vol. 34, Nr. 3, 2018, s. 269– 287.

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

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AU - Heikkilä, Jenni

AU - Lonka, Eila

AU - Meronen, Auli

AU - Tuovinen, Sisko

AU - Eronen, Raija

AU - Leppänen, Paavo

AU - Richardson, Ulla

AU - Ahonen, Timo

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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