Use of Duration and Rise Time Cues in the Labelling of Affricate and Fricative Speech Sounds by Children with Reading Difficulties
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| Title: | Use of Duration and Rise Time Cues in the Labelling of Affricate and Fricative Speech Sounds by Children with Reading Difficulties |
|---|---|
| Language: | English |
| Authors: | Antony Hughes, J., Tree, Jeremy, Reed, Phil |
| Source: | British Journal of Special Education. Mar 2021 48(1):70-89. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Cues, Speech Communication, Phonology, Reading Difficulties, Dyslexia, Early Adolescents |
| Assessment and Survey Identifiers: | British Ability Scales |
| DOI: | 10.1111/1467-8578.12344 |
| ISSN: | 0952-3383 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1290451 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0952-3383 |
| DOI: | 10.1111/1467-8578.12344 |
