The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI)

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dc.contributor University of Helsinki, Perception Action Cognition en
dc.contributor University of Helsinki, Medicum en
dc.contributor University of Helsinki, Department of Psychology and Logopedics en
dc.contributor.author Heikkilä, Jenni
dc.contributor.author Lonka, Eila
dc.contributor.author Meronen, Auli
dc.contributor.author Tuovinen, Sisko
dc.contributor.author Eronen, Raija
dc.contributor.author Leppänen, Paavo
dc.contributor.author Richardson, Ulla
dc.contributor.author Ahonen, Timo
dc.contributor.author Tiippana, Kaisa
dc.date.accessioned 2019-02-09T12:37:01Z
dc.date.available 2019-02-09T12:37:01Z
dc.date.issued 2018
dc.identifier.citation Heikkilä , J , Lonka , E , Meronen , A , Tuovinen , S , Eronen , R , Leppänen , P , Richardson , U , Ahonen , T & Tiippana , K 2018 , ' The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI) ' , Child Language Teaching and Therapy , vol. 34 , no. 3 , pp. 269– 287 . https://doi.org/10.1177/0265659018793697 en
dc.identifier.issn 0265-6590
dc.identifier.other PURE: 121770358
dc.identifier.other PURE UUID: f0d88bd2-3d70-404a-b6d7-609dfff14734
dc.identifier.other Scopus: 85057462623
dc.identifier.other WOS: 000457337000004
dc.identifier.other ORCID: /0000-0002-2305-8104/work/54148589
dc.identifier.uri http://hdl.handle.net/10138/298867
dc.description.abstract We developed a computerized audiovisual training programme for school-aged children with specific language impairment (SLI) to improve their phonological skills. The programme included various tasks requiring phonological decisions. Spoken words, pictures, letters and written syllables were used as training material. Spoken words were presented either as audiovisual speech (together with the talking face), or as auditory speech (voice alone). Two groups (10 children/group) trained for six weeks, five days per week: the audiovisual group trained with audiovisual speech, and the other group received analogically the same training but with auditory speech. Before and after training, language skills and other cognitive skills were assessed. The audiovisual group improved in a non-word-repetition test. Such improvement was not observed with auditory training. This result suggests that audiovisual speech may be helpful in the rehabilitation of children with SLI. en
dc.format.extent 19
dc.language.iso eng
dc.relation.ispartof Child Language Teaching and Therapy
dc.rights en
dc.subject 515 Psychology en
dc.title The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI) en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.1177/0265659018793697
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/publishedVersion
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