Search

Your search keyword '"Stephanie Hearnshaw"' showing total 3 results
Start Over Author "Stephanie Hearnshaw"
3 results on '"Stephanie Hearnshaw"'

1. I Remembered the Chorm! Word Learning Abilities of Children with and without Phonological Impairment

Author

Stephanie Hearnshaw, Elise Baker, Ron Pomper, Karla K. McGregor, Jan Edwards, and Natalie Munro

Abstract

Background: Children with phonological impairment present with pattern-based errors in their speech production. While some children have difficulties with speech perception and/or the establishment of robust underlying phonological representations, the nature of phonological impairment in children is still not well understood. Given that phonological and lexical development are closely linked, one way to better understand the nature of the problem in phonological impairment is to examine word learning abilities in children. Aims: To examine word learning and its relationship with speech perception, speech production and vocabulary knowledge in children aged 4-5 years. There were two variables of interest: speech production abilities ranging from phonological impairment to typical speech; and vocabulary abilities ranging from typical to above average ('lexically precocious'). Methods & Procedures: Participants were 49 Australian-English-speaking children aged 48--69 months. Children were each taught four novel non-words (out of a selection of eight) through stories, and word learning was assessed at 1 week post-initial exposure. Word learning was assessed using two measures: confrontation naming and story retell naming. Data were analysed by group using independent-samples t-tests and Mann--Whitney U-tests, and continuously using multiple linear regression. Outcomes & Results: There was no significant difference in word learning ability of children with and without phonological impairment, but regardless of speech group, children with above average vocabulary had significantly better word learning abilities than children with average vocabulary. In multiple linear regression, vocabulary was the only significant predictor of variance in word learning ability. Conclusions & Implications: Children with phonological impairment can be lexically prediction precocious and learn new words like their peers without phonological impairment. Contrary to expectations, vocabulary knowledge rather than expressive phonological ability explained variance in measures of word learning. These findings question an assumption that children with phonological impairment have underspecified phonological representations. They also highlight the heterogeneity among children with phonological impairment and the need to better understand the nature of their difficulty learning the phonological system of the ambient language.

Published
2024
Full Text
View/download PDF

2. Speech Perception Skills of Children With Speech Sound Disorders: A Systematic Review and Meta-Analysis

Author

Elise Baker, Natalie Munro, and Stephanie Hearnshaw

Subjects
Auditory perception, Male, Linguistics and Language, medicine.medical_specialty, Speech perception, MEDLINE, Audiology, Speech Sound Disorder, 050105 experimental psychology, Language and Linguistics, 030507 speech-language pathology & audiology, 03 medical and health sciences, Speech and Hearing, Phonological awareness, Phonetics, medicine, Humans, 0501 psychology and cognitive sciences, Child, Speech discrimination test, Speech sound, 05 social sciences, Meta-analysis, Child, Preschool, Speech Discrimination Tests, Speech Perception, Female, 0305 other medical science, Psychology, Child Language
Abstract

Purpose The aim of this study was to conduct a systematic review and meta-analysis to investigate whether preschool- and early school–age children with speech sound disorders (SSDs) have difficulties with speech perception. Method Systematic searching of 8 electronic databases identified 73 eligible studies across 71 articles examining the speech perception skills of children with SSDs. The findings and methodological characteristics of each study were reviewed, and the reporting of methodological information in each article was rated. A meta-analysis was conducted with studies that used the most common type of speech perception assessment task—lexical and/or phonetic judgment tasks. Results Across 60 of 73 studies, some or all children with SSDs were reported to have difficulties with speech perception. The meta-analysis showed a significant difference between children with SSDs and children with typically developing speech on lexical and/or phonetic judgment tasks. Conclusion Results from the meta-analysis demonstrate that children with SSDs have difficulties with speech perception. This appears to be the case for some but not all children with SSDs. The findings from this systematic review and meta-analysis also provide insight into the complex range of methodological issues involved in the study of speech perception in children with SSDs and the need for further research. Supplemental Material https://doi.org/10.23641/asha.9808361

Published
2019

3. The speech perception skills of children with and without speech sound disorder

Author

Elise Baker, Stephanie Hearnshaw, and Natalie Munro

Subjects
Male, Linguistics and Language, medicine.medical_specialty, Speech production, Speech perception, Cognitive Neuroscience, media_common.quotation_subject, Judgement, Experimental and Cognitive Psychology, Audiology, Speech Sound Disorder, 050105 experimental psychology, Task (project management), 030507 speech-language pathology & audiology, 03 medical and health sciences, Speech and Hearing, Phonetics, Perception, medicine, Humans, 0501 psychology and cognitive sciences, Association (psychology), media_common, 05 social sciences, Australia, LPN and LVN, medicine.disease, Variation (linguistics), Child, Preschool, Speech sound disorder, Speech Perception, Female, 0305 other medical science, Psychology, Child Language
Abstract

Purpose To investigate whether Australian-English speaking children with and without speech sound disorder (SSD) differ in their overall speech perception accuracy. Additionally, to investigate differences in the perception of specific phonemes and the association between speech perception and speech production skills. Method Twenty-five Australian-English speaking children aged 48–60 months participated in this study. The SSD group included 12 children and the typically developing (TD) group included 13 children. Children completed routine speech and language assessments in addition to an experimental Australian-English lexical and phonetic judgement task based on Rvachew’s Speech Assessment and Interactive Learning System (SAILS) program (Rvachew, 2009). This task included eight words across four word-initial phonemes—/k, ɹ, ʃ, s/. Results Children with SSD showed significantly poorer perceptual accuracy on the lexical and phonetic judgement task compared with TD peers. The phonemes /ɹ/ and /s/ were most frequently perceived in error across both groups. Additionally, the phoneme /ɹ/ was most commonly produced in error. There was also a positive correlation between overall speech perception and speech production scores. Conclusions Children with SSD perceived speech less accurately than their typically developing peers. The findings suggest that an Australian-English variation of a lexical and phonetic judgement task similar to the SAILS program is promising and worthy of a larger scale study.

Published
2017

Catalog

Books, media, physical & digital resources
See catalog results