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Differences between read and spontaneous speech of deaf children
The Journal of the Acoustical Society of America
|October 1, 1982
Summary
Reading aloud improved speech intelligibility for most congenitally deaf children. This study found that read-spontaneous speech was more understandable than spontaneous speech for 16 out of 20 children.
Area of Science:
- Speech-language pathology
- Audiology
- Developmental psychology
Background:
- Congenital deafness significantly impacts speech production and intelligibility.
- Understanding factors that enhance spoken language in deaf individuals is crucial for communication development.
Purpose of the Study:
- To compare the intelligibility of spontaneous speech versus read-spontaneous speech in congenitally deaf children.
- To investigate the relationship between specific speech parameters and overall intelligibility.
Main Methods:
- Recorded spontaneous speech and read-aloud speech from 20 congenitally deaf children.
- Evaluated speech intelligibility and prosodic features (intonation, stress, timing, contour) by experienced listeners.
Main Results:
- Read-spontaneous speech was significantly more intelligible than spontaneous speech for 16 of the 20 children.
- Phoneme articulation accuracy did not correlate significantly with overall speech intelligibility.
Conclusions:
- Reading one's own utterances enhances speech intelligibility in many congenitally deaf children.
- Prosodic elements and overall intelligibility may be more critical than precise phoneme articulation for communication effectiveness in this population.