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Use of Duration and Rise Time Cues in the Labelling of Affricate and Fricative Speech Sounds by Children with Reading Difficulties

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Title: Use of Duration and Rise Time Cues in the Labelling of Affricate and Fricative Speech Sounds by Children with Reading Difficulties
Language: English
Authors: Antony Hughes, J., Tree, Jeremy, Reed, Phil
Source: British Journal of Special Education. Mar 2021 48(1):70-89.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Cues, Speech Communication, Phonology, Reading Difficulties, Dyslexia, Early Adolescents
Assessment and Survey Identifiers: British Ability Scales
DOI: 10.1111/1467-8578.12344
ISSN: 0952-3383
Abstract: Differentiation of speech is predictable from abilities to discriminate the speed at which a sound reaches its optimum amplitude (rise time). This study investigated whether rise time identification of an affricate-fricative continuum would be impacted upon by dyslexia. Children between 10 and 14 years old identified sounds along a continuum of fricative to affricate sounds (cha-sha continuum), using a novel automated learning rise time identification task. Those with higher dyslexia likelihoods (measured by the Dyslexia Screening Test -- Secondary), and poor reading scores (measured by the British Abilities Scales), showed a difference in rise time identification; greater distances between rise times were needed for those with a high risk of dyslexia to recognise fricative-affricate differences than for controls. These results were not impacted upon by IQ scores.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1290451
Database: ERIC
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  Data: Use of Duration and Rise Time Cues in the Labelling of Affricate and Fricative Speech Sounds by Children with Reading Difficulties
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Special+Education%22"><i>British Journal of Special Education</i></searchLink>. Mar 2021 48(1):70-89.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Differentiation of speech is predictable from abilities to discriminate the speed at which a sound reaches its optimum amplitude (rise time). This study investigated whether rise time identification of an affricate-fricative continuum would be impacted upon by dyslexia. Children between 10 and 14 years old identified sounds along a continuum of fricative to affricate sounds (cha-sha continuum), using a novel automated learning rise time identification task. Those with higher dyslexia likelihoods (measured by the Dyslexia Screening Test -- Secondary), and poor reading scores (measured by the British Abilities Scales), showed a difference in rise time identification; greater distances between rise times were needed for those with a high risk of dyslexia to recognise fricative-affricate differences than for controls. These results were not impacted upon by IQ scores.
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