ERIC Number: EJ859448
Record Type: Journal
Publication Date: 2009-Oct
Abstractor: As Provided
Reference Count: 0
A Nonword Repetition Task for Speakers with Misarticulations: The Syllable Repetition Task (SRT)
Shriberg, Lawrence D.; Lohmeier, Heather L.; Campbell, Thomas F.; Dollaghan, Christine A.; Green, Jordan R.; Moore, Christopher A.
Journal of Speech, Language, and Hearing Research, v52 n5 p1189-1212 Oct 2009
Purpose: Conceptual and methodological confounds occur when non(sense) word repetition tasks are administered to speakers who do not have the target speech sounds in their phonetic inventories or who habitually misarticulate targeted speech sounds. In this article, the authors (a) describe a nonword repetition task, the Syllable Repetition Task (SRT), that eliminates this confound and (b) report findings from 3 validity studies. Method: Ninety-five preschool children with speech delay and 63 with typical speech completed an assessment battery that included the Nonword Repetition Task (NRT; C. Dollaghan & T. F. Campbell, 1998) and the SRT. SRT stimuli include only 4 of the earliest occurring consonants and 1 early occurring vowel. Results: Study 1 findings indicated that the SRT eliminated the speech confound in nonword testing with speakers who misarticulate. Study 2 findings indicated that the accuracy of the SRT to identify expressive language impairment was comparable to findings for the NRT. Study 3 findings illustrated the SRT's potential to interrogate speech processing constraints underlying poor nonword repetition accuracy. Results supported both memorial and auditory-perceptual encoding constraints underlying nonword repetition errors in children with speech-language impairment. Conclusion: The SRT appears to be a psychometrically stable and substantively informative nonword repetition task for emerging genetic research and other research with speakers who misarticulate.
Descriptors: Syllables, Repetition, Articulation (Speech), Measures (Individuals), Validity, Preschool Children, Delayed Speech, Cognitive Processes, Expressive Language, Language Impairments
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A