听力损失儿童言语可懂度与构音清晰度得分之间的关系。
Relationships between speech intelligibility and word articulation scores in children with hearing loss.
机构信息
Speech, Language, and Hearing Sciences, Purdue University, 500 Oval Drive, West Lafayette, IN 47907-2038, USA.
出版信息
J Speech Lang Hear Res. 2010 Oct;53(5):1075-86. doi: 10.1044/1092-4388(2010/09-0250). Epub 2010 Mar 10.
PURPOSE
This investigation sought to determine whether scores from a commonly used word-based articulation test are closely associated with speech intelligibility in children with hearing loss. If the scores are closely related, articulation testing results might be used to estimate intelligibility. If not, the importance of direct assessment of intelligibility is reinforced.
METHOD
Forty-four children with hearing losses produced words from the Goldman Fristoe Test of Articulation-Second Edition (Goldman & Fristoe, 2000) and sets of 10 short sentences. Correlation analyses were conducted between scores for 7 word-based predictor variables and percent-intelligible scores derived from listener judgments of stimulus sentences.
RESULTS
Six of 7 predictor variables were significantly correlated with percent-intelligible scores. However, regression analysis revealed that no single predictor variable or multivariable model accounted for more than 25% of the variability in intelligibility scores.
CONCLUSIONS
The findings confirm the importance of assessing connected speech intelligibility directly.
目的
本研究旨在确定常用的基于单词的发音测试的分数是否与听力损失儿童的言语可懂度密切相关。如果分数密切相关，则可以使用发音测试结果来估计可懂度。如果不是，则强化了直接评估可懂度的重要性。
方法
44 名听力损失儿童从 Goldman Fristoe 发音测试第二版（Goldman 和 Fristoe，2000）和 10 个短句组中产生单词。对 7 个基于单词的预测变量的分数与由听众对刺激句子的判断得出的可懂度分数之间进行了相关分析。
结果
7 个预测变量中有 6 个与可懂度分数显著相关。但是，回归分析表明，没有一个单一的预测变量或多变量模型可以解释可懂度分数的 25%以上的变化。
结论
这些发现证实了直接评估连贯言语可懂度的重要性。
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