LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 7 July 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.


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Development of Speech Material for Punjabi Speaking Children

Sreevidya Sherla, M.Sc. (ASLP) and Garima Gupta, M.Sc. (ASLP)


Introduction

To be able to hear and comprehend speech it requires good auditory integrity. In children, hearing is most significant because the ability to develop and use oral language is closely related to the ability to process speech through ears. Research carried out by several investigators has shown that children perform better with speech stimuli when compared to pure tones (Bunch, 1934; Hardy and Bordley, 1951; Clawson and Matkin, 1970). Hence, there is the need to create linguistically appropriate speech material to be used to evaluate the speech recognition and perception abilities of children speaking Punjabi.

Justification for Development of Speech Test for Children

  • Among the clinical population, it is found that pediatric population is difficult to assess.
  • Hardy and Bordley (1951) pointed out that, children pay closer attention to verbal stimuli than to nonverbal stimuli. Bunch (1934), reported that speech items have higher face validity than non-speech items.
  • Clawson (1966), observed that mentally retarded children show an arousal to speech stimuli at significantly lower level than they do for pure tones.
  • Olsen and Matkin (1979) found that children find speech tests easier and less abstract than pure tone tests and are willing to participate.
  • The above reason proves the use of speech as stimuli for assessing young children.

Need for the Study

1. To ascertain the level at which subjects repeat correctly 50% of the test items.

2. The effect of presentation level on speech identification scores.

3. To check the inter list variability.

4. To plot articulation curves.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.


Sreevidya Sherla, M.Sc. (ASLP)
Lecturer
Hellen Keller’s Institute of Research & Rehabilitation for the Disabled Children
Sri Colony, Opposite G.K.Colony Bus Stop
R. K. Puram
Secunderabad- 500056
Andhra Pradesh, India
srividyakusuma@gmail.com

Garima Gupta
Audiologist & Speech-Language Pathologist
1-5-958/3 Plot no-331
Citizen Colony
Old Alwal
Secunderabad - 500010
Andhra Pradesh
India
garima2018@gmail.com

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