Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children With Specific Language Impairment

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http://hdl.handle.net/10138/310050

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Heikkilä , J , Lonka , E , Ahola , S , Meronen , A & Tiippana , K 2017 , ' Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children With Specific Language Impairment ' , Journal of Speech, Language, and Hearing Research , vol. 60 , no. 3 , pp. 485-493 . https://doi.org/10.1044/2016_JSLHR-S-15-0071

Title: Lipreading Ability and Its Cognitive Correlates in Typically Developing Children and Children With Specific Language Impairment
Author: Heikkilä, Jenni; Lonka, Eila; Ahola, Sanna; Meronen, Auli; Tiippana, Kaisa
Contributor: University of Helsinki, Behavioural Sciences
University of Helsinki, Behavioural Sciences
University of Helsinki, Medicum
Date: 2017-03
Language: eng
Number of pages: 9
Belongs to series: Journal of Speech, Language, and Hearing Research
ISSN: 1092-4388
URI: http://hdl.handle.net/10138/310050
Abstract: Purpose: Lipreading and its cognitive correlates were studied in school-age children with typical language development and delayed language development due to specific language impairment (SLI). Method: Forty-two children with typical language development and 20 children with SLI were tested by using a word-level lipreading test and an extensive battery of standardized cognitive and linguistic tests. Results: Children with SLI were poorer lipreaders than their typically developing peers. Good phonological skills were associated with skilled lipreading in both typically developing children and in children with SLI. Lipreading was also found to correlate with several cognitive skills, for example, short-term memory capacity and verbal motor skills. Conclusions: Speech processing deficits in SLI extend also to the perception of visual speech. Lipreading performance was associated with phonological skills. Poor lipreading in children with SLI may be, thus, related to problems in phonological processing.
Subject: VISUAL SPEECH-PERCEPTION
KINDERGARTEN-CHILDREN
AGE-CHILDREN
HEARING
NOISE
DEAF
INDIVIDUALS
RECOGNITION
PERFORMANCE
INTEGRATION
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