Effect of phonological training in French children with SLI: Perspectives on voicing identification, discrimination and categorical perception

Collet, Grégory; Colin, Cécile; Serniclaes, Willy; Hoonhorst, Ingrid; Markessis, Emily; Deltenre, Paul; Leybaert, Jacqueline

doi:10.1016/j.ridd.2012.05.003

Cited by 16 publications

(24 citation statements)

References 53 publications

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“…It appeared that the reception of voicing, place, and manner is impaired in children with SLI compared to age-matched and language-matched children with TLD (Ziegler et al, 2005; but see Collet et al, 2012, for a training of voicing perception in children with SLI).…”

Section: Introductionmentioning

confidence: 99%

Atypical audio-visual speech perception and McGurk effects in children with specific language impairment

et al. 2014

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Audiovisual speech perception of children with specific language impairment (SLI) and children with typical language development (TLD) was compared in two experiments using /aCa/ syllables presented in the context of a masking release paradigm. Children had to repeat syllables presented in auditory alone, visual alone (speechreading), audiovisual congruent and incongruent (McGurk) conditions. Stimuli were masked by either stationary (ST) or amplitude modulated (AM) noise. Although children with SLI were less accurate in auditory and audiovisual speech perception, they showed similar auditory masking release effect than children with TLD. Children with SLI also had less correct responses in speechreading than children with TLD, indicating impairment in phonemic processing of visual speech information. In response to McGurk stimuli, children with TLD showed more fusions in AM noise than in ST noise, a consequence of the auditory masking release effect and of the influence of visual information. Children with SLI did not show this effect systematically, suggesting they were less influenced by visual speech. However, when the visual cues were easily identified, the profile of responses to McGurk stimuli was similar in both groups, suggesting that children with SLI do not suffer from an impairment of audiovisual integration. An analysis of percent of information transmitted revealed a deficit in the children with SLI, particularly for the place of articulation feature. Taken together, the data support the hypothesis of an intact peripheral processing of auditory speech information, coupled with a supra modal deficit of phonemic categorization in children with SLI. Clinical implications are discussed.

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Section: Introductionmentioning

confidence: 99%

Atypical audio-visual speech perception and McGurk effects in children with specific language impairment

et al. 2014

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“…Proactive interventions designed to facilitate the maturation of PA in at-risk children have shown to be efficacious with at-risk groups of children (Nelson et al 2005;Adnams et al 2007;Vadasy and Sanders 2010;Collet et al 2012). With 75 % of the children with GAL investigated in this study presenting with diminished PA skills, a means of identifying which children with GAL require proactive support would be beneficial.…”

Section: Discussionmentioning

confidence: 95%

“…Further, proactive intervention programmes aimed at nurturing the maturation of PA (Morrow 2007) have been implemented with successful outcomes for at-risk populations such as children with Down syndrome (Lemons and Fuchs 2010), speech impairment (Al Otaiba et al 2009), specific language impairment (Collet et al 2012), minority language speakers (Vadasy and Sanders 2010), foetal alcohol spectrum disorders (Adnams et al 2007), and emotionally disturbed children (Nelson et al 2005).…”

Section: Introductionmentioning

confidence: 99%

Differential Phonological Awareness Skills in Children with Classic Galactosemia: A Descriptive Study of Four Cases

et al. 2012

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Educational achievement, which for individuals with the metabolic disorder classic galactosemia (GAL) is significantly lower than in the wider population, correlates with self-reported quality of life. Phonological awareness skills underpin the development of literacy, and although literacy is a key contributor to successful academic outcomes, no study to date has investigated phonological awareness skills in children with GAL. This study investigated phonological awareness (PA) in four school-aged children with the disorder, two of whom were siblings. Age range for the children was 7 years 7 months to 9 years 2 months. Each child was assessed with the Phonological Awareness criterionreferenced subtest from the Clinical Evaluation of Language Fundamentals-Fourth Edition. Included in the data for analysis was each child's performance measures obtained from their most recent assessment of cognitive and lexical development. A number of descriptive analyses were undertaken on the data. One child, who met her age criterion for PA, had cognitive and lexical development skills in the average range. The remaining three children failed to meet their age criteria. Although these three children presented with clinically similar cognitive and lexical development skills, disparate PA skills were identified. The PA skills of one of the sibling pair were notably more advanced than his older sibling. The limitations of relying on behavioural test results in children with GAL to predict those most at risk of reduced skill development are discussed in terms future research directions.

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“…Recently, Collet et al (2012) developed a new method, adapted from the “perceptual fading” training program ( Jamieson and Morosan, 1986 ). The basic approach was to progressively reduce the acoustic distance between two stimuli as a function of each child’s individual performance.…”

Section: Remediation Of Phonological Deficienciesmentioning

confidence: 99%

“… Effects of phonemic discrimination training on SLI children with impaired reading skills: (1) on the difference in size (scaled in d ′; Macmillan and Creelman, 2005 ) between phonemic and allophonic discrimination peaks (A; adapted from Collet et al, 2012 , Figures 3 and 4); and (2) on first phoneme elision performance, scored from 0 to 10 (B; adapted from Collet et al, 2012 , Figure 6). Data were collected during four different sessions: for the training group, at the beginning of training (pre), in the middle of training (Post1), at the end of training (Post2), and 1 month post-training (Post3), and according to the same timeline for the control groups.…”

Section: Remediation Of Phonological Deficienciesmentioning

confidence: 99%

Review of neural rehabilitation programs for dyslexia: how can an allophonic system be changed into a phonemic one?

2015

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Neural investigations suggest that there are three possible core deficits in dyslexia: phonemic, grapho-phonemic, and graphemic. These investigations also suggest that the phonemic deficit resides in a different mode of speech perception which is based on allophonic (subphonemic) units rather than phonemic units. Here we review the results of remediation methods that tap into each of these core deficits, and examine how the methods that tap into the phonemic deficit might contribute to the remediation of allophonic perception. Remediation of grapho-phonemic deficiencies with a new computerized phonics training program (GraphoGame) might be able to surpass the limits of classical phonics training programs, particularly with regard to reading fluency. Remediation of visuo-graphemic deficiencies through exposure to enhanced letter spacing is also promising, although children with dyslexia continued to read more slowly than typical readers after this type of training. Remediation of phonemic deficiencies in dyslexia with programs based solely on phonemic awareness has a limited impact on reading. This might be due to the persistence of a covert deficit in phonemic perception. Methods based on slowed speech enhance the perception not only of phonemic features but also of allophonic features, and this is probably why they have not been found to be effective in meta-analyses. Training of phonemic perception with a perceptual fading paradigm, a method that improves precision in identification and discrimination around phonemic boundaries, has yielded promising results. However, studies with children at risk for dyslexia and dyslexic adults have found that even when behavioral data do not reflect allophonic perception, it can nevertheless be present in neural recordings. Further investigations should seek to confirm that the perceptual fading paradigm is beneficial for reading, and that it renders perception truly phonemic.

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Effect of phonological training in French children with SLI: Perspectives on voicing identification, discrimination and categorical perception

Cited by 16 publications

References 53 publications

Atypical audio-visual speech perception and McGurk effects in children with specific language impairment

Atypical audio-visual speech perception and McGurk effects in children with specific language impairment

Differential Phonological Awareness Skills in Children with Classic Galactosemia: A Descriptive Study of Four Cases

Review of neural rehabilitation programs for dyslexia: how can an allophonic system be changed into a phonemic one?

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