There is a growing need for evaluation tools allowing the quantification of the outcome after voice surgeries. Since the end of the 1990s, multiple unfruitful attempts have been made to reach a consensus, including the Dejonckere protocol for the European Laryngological Society in 2001. This suggested to perform objective and quantifiable measures in the following domains: perception, acoustic, aerodynamic, self-evaluation by the patient and videolaryngostroboscopy. But in a PubMed search with the keywords "Voice Assessment" and "Voice Outcome" since 2001 retrieving 452 articles, only 33 of them were using methods taking into account the first four dimensions proposed by Dejonckere. To elaborate a new and simpler protocol, we chose to focus on unilateral vocal fold paralyses (UVFP), which represents a homogeneous disease in terms of physiology. This protocol was elaborated on the basis of a review of the literature and of the database and experience of the IFOS panel members. In summary, our group recommends the use and implementation of the ELS "basic protocol" with some minor modifications. Voice audio recordings are an indispensable prerequisite, and may even have medico-legal implications. We recommend the systematic use of the Voice Handicap Index (VHI). Perceptual analysis must be performed by using Hirano's GRB scale and voice breathiness has to be prioritized. Currently, acoustic analysis remains optional given the lack of data to support clinical usefulness. Aerodynamic studies should include at a minimum an evaluation of the Maximum Phonation Time, calculated in seconds following multiple trials in order to obtain a recording representing the patient's best possible glottis closure.

The objective of this article is to create awareness amongst speech-language pathologists and audiologists in South Africa regarding the difference between the sound systems of Germanic languages and the sound systems of South African Bantu languages. A brief overview of the sound systems of two Bantu languages, namely isiZulu and Setswana, is provided. These two languages are representative of the Nguni language group and the Sotho group respectively.Consideration is given to the notion of language-specific symptoms of speech, language and hearing disorders in addition to universal symptoms. The possible impact of speech production, language and hearing disorders on the ability to produce and perceive speech in these languages, and the challenges that this holds for research and clinical practice, are pointed out.

BackgroundThe PA skills of phonological blending and segmentation and auditory word discrimination relate directly to literacy and may be weak in English second language (EL2) learners. In South Africa, literacy skills have been found to be poor in especially EL2 learners.ObjectivesThe purpose of this paper is to determine the effects of vowel perception and production intervention on phonemic awareness (PA) and literacy skills of Setswana first language (L1) learners. These learners are English second language (EL2) learners in Grade 3.MethodThe present study employed a quasi-experimental, pre-test–post-test design.ResultsThe findings of low–literacy skill levels concurred with previous investigations. However, post-test results of intervention in PA seemed to improve the literacy skills of EL2 learners.ConclusionPA skills should be a crucial part of the literacy curriculum in South Africa.

This article probes into the acoustic analysis of the vowels of Setswana. The discussion is conducted against the background of the existing data presented in textbooks and other sources which are articulatory in nature and are based on auditive perceptions. An acoustic analysis is found to give much more reliable data towards the final positions of the Setswana vowels on a vowel chart. These findings lead to a more accurate and scientifically supported classification and description of the Setswana vowels.

This study employs the Comprehensive Emergent Literacy Model (CELM) theoretical framework, as it refers to the impact of context on learning early literacy skills. It is relevant to this study as the participants were English second language learners from cultures, communities, and demographics different from those of English first language speakers in South Africa. Early literacy skills, specifically phonological awareness (PA), are predictive of later literacy success. Many English second language (EL2) learners are unable to develop language and early literacy skills. Foundational skills such as general PA skills, often need explicit instruction to prepare the learners to learn to read in English. Twenty-one EL2 Grade 1 learners in an English medium private school in South Africa were selected as participants. Early literacy skills were assessed at the beginning of Grade 1. Reading, spelling, and reading comprehension skills were assessed after two terms in Grade 1 to determine if there is a correlation between early and later literacy skills. Results indicated significantly strong positive correlations between early literacy and later literacy skills. These results and previous research suggest that EL2 learners must be exposed to high-quality early literacy skills as early as possible to provide them with a foundation for future literacy success.