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Titre : | Speech Perception and Working Memory in Children with Residual Speech Errors: A Case Study Analysis (2015) |
Auteurs : | Kathryn L. Cabbage, Auteur ; Kelly Farquharson, Auteur ; Tiffany P. Hogan, Auteur |
Type de document : | Article |
Dans : | Seminars in Speech and Language (Vol. 36, n°4, [October 2015]) |
Article en page(s) : | p. 234-246 |
Note générale : | DOI: 10.1055/s-0035-1562907 |
Langues: | Anglais |
Descripteurs : |
HE Vinci Dyslexie ; Enfant (6-12 ans) ; Mémoire à court terme ; Perception de la parole ; Phonologie |
Mots-clés: | Erreurs résiduelles de prononciation (ERP) |
Résumé : | Some children with residual deficits in speech production also display characteristics of dyslexia; however, the causes of these disordersin isolation or comorbidlyremain unknown. Presently, the role of phonological representations is an important construct for considering how the underlying system of phonology functions. In particular, two related skillsspeech perception and phonological working memorymay provide insight into the nature of phonological representations. This study provides an exploratory investigation into the profiles of three 9-year-old children: one with residual speech errors, one with residual speech errors and dyslexia, and one who demonstrated typical, age-appropriate speech sound production and reading skills. We provide an in-depth examination of their relative abilities in the areas of speech perception, phonological working memory, vocabulary, and word reading. Based on these preliminary explorations, we suggest implications for the assessment and treatment of children with residual speech errors and/or dyslexia. |
Disponible en ligne : | Oui |
En ligne : | https://login.ezproxy.vinci.be/login?url=https://medone-comsci.thieme.com/ejournals/1098-9056_2015_04?context=search#/10.1055-s-0035-1562907 |