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Comparisons among three articulation sampling procedures with preschool children.

K W Kenney, E M Prather, M A Mooney

    Journal of Speech and Hearing Research
    |June 1, 1984
    PubMed
    Summary
    This summary is machine-generated.

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    Preschool children

    Area of Science:

    • Speech-language pathology
    • Child development
    • Linguistics

    Background:

    • Assessing articulation in preschool children is crucial for identifying speech sound disorders.
    • Standardized testing methods aim to elicit representative speech samples.
    • Understanding how different sampling procedures affect results is key for accurate diagnosis.

    Purpose of the Study:

    • To compare articulatory responses in preschool children across three distinct sampling procedures.
    • To determine if phonetic context influences error patterns in speech sound production.
    • To investigate potential sex differences in articulation among young children.

    Main Methods:

    • Thirty typically developing children (4 years, 4 months to 4 years, 8 months) participated.

    Related Experiment Videos

  • Three sampling conditions were used: word test, nonsense test, and story-retell.
  • Eight specific phonemes were analyzed for errors in each condition, with stimuli controlled for phonetic context and complexity.
  • Main Results:

    • No significant differences were found in the type or number of articulation errors across the three sampling procedures.
    • Error consistency varied across conditions and is discussed.
    • Boys produced significantly more articulation errors than girls, suggesting sex-based differences in 4-year-olds.

    Conclusions:

    • Articulation sampling procedures do not appear to differentially impact error rates or types in this preschool population.
    • Sex differences in articulation error production warrant consideration when analyzing data for 4-year-old children.
    • Further research on error consistency across sampling methods is recommended.