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Vowel perception in children with and without language impairment
1Department of Audiology and Speech Sciences, Purdue University, West Lafayette, IN 47907, USA.
Journal of Speech and Hearing Research
|August 1, 1996
Summary
Children with language impairment (LI) struggle with auditory perception, showing deficits in identifying and ordering speech sounds. This impacts their central auditory processing of vowels.
Area of Science:
- Linguistics
- Audiology
- Developmental Psychology
Background:
- Children with language impairment (LI) often exhibit difficulties in auditory processing.
- Understanding auditory perception in LI is crucial for early intervention and educational strategies.
Purpose of the Study:
- To investigate auditory perception skills in children with and without language impairment (LI).
- To compare the discrimination, identification, and serial ordering of similar and dissimilar vowels in both groups.
Main Methods:
- Participants included 24 children with LI and 22 children without LI (LN).
- Vowel pairs /a/ vs. /i/ (dissimilar) and /epsilon/ vs. /ae/ (similar) were used.
- Tasks included discrimination, identification, and serial ordering of long- and short-duration vowel sets.
Main Results:
- Both groups found identifying /epsilon/ vs. /ae/ harder than /a/ vs. /i/.
- LI children were less accurate than LN children in identifying /epsilon/ vs. /ae/.
- Fewer LI children could perform serial ordering tasks, especially with similar vowels.
Conclusions:
- LI children demonstrate an auditory perceptual learning deficit.
- They possess less robust central representations for steady-state vowels compared to typically developing children.
- Auditory processing challenges in LI children affect their ability to perceive and order speech sounds.