Journal of Deaf Studies and Deaf Education Advance Access originally published online on September 28, 2005
The Journal of Deaf Studies and Deaf Education 2006 11(1):39-55; doi:10.1093/deafed/enj008
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Empirical Articles |
The Effects of Speech Production and Vocabulary Training on Different Components of Spoken Language Performance
University of Melbourne
University of Melbourne
Dynamic Hearing
University of Melbourne
The Bionic Ear Institute
University of Melbourne
A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing.
Correspondence should be sent to Louise Paatsch, Department of Learning and Educational Development, Faculty of Education, University of Melbourne, Victoria 3010, Australia (e-mail:l.paatsch{at}unimelb.edu.au).
Received March 3, 2005; revised August 17, 2005; accepted August 30, 2005
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