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

Heikkilä, Jenni; Lonka, Eila; Ahola, Sanna; Meronen, Auli; Tiippana, Kaisa

doi:10.1044/2016_jslhr-s-15-0071

Cited by 17 publications

(16 citation statements)

References 42 publications

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“…Their research also revealed that listeners with higher WM capacity were able to derive more benefit from visual information than listeners with low WM capacity when the stimuli were presented as noise. These findings are consistent with other research showing correlations between lipreading skills and WM in children (Heikkilä et al., ), hearing‐impaired adults (Andersson et al., ), and adults (Feld & Sommers, ; Lidestam, Lyxell, & Andersson, ). To date, however, studies have not investigated the relationship between lipreading skills, WM, and visual cues in L2 speech perception.…”

Section: Lipreading Skillssupporting

confidence: 92%

Individual Differences in L2 Speech Perception: The Role of Phonological Memory and Lipreading Ability

Inceoglu

2019

The Modern Language Journal

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The current study investigated the effects of individual differences in lipreading ability, working memory (WM), and phonological short‐term memory (PSTM) on second language (L2) speech perception. An L2 French vowel identification task was administered to 32 Australian English learners of French in audiovisual, audio‐only, and visual‐only conditions. Participants also completed tasks measuring their first language (L1) lipreading ability at the phoneme, word, and sentence level; a listening span task assessing their WM capacity; and a nonword repetition task assessing their PSTM. Overall, speech perception was significantly better in the audiovisual and audio‐only conditions, and large individual variability was observed in the lipreading, WM, and PSTM tasks. Results revealed a significant effect of PSTM on vowel perception scores in all modalities of presentation, but no effect of WM capacity was found. In addition, lipreading ability at the word level was found to be a predictor of accurate L2 vowel perception in the visual modality.

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Section: Lipreading Skillssupporting

confidence: 92%

Individual Differences in L2 Speech Perception: The Role of Phonological Memory and Lipreading Ability

Inceoglu

2019

The Modern Language Journal

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“…Bilingual experience also imparts advantages in a wide array of executive functions that are relevant to visual word learning and cross-modal recognition. For instance, bilingual infants and children have been found to have greater working memory retrieval than their monolingual peers (6 months-7 years: Blom, Küntay, Messer, Verhagen, & Leseman, 2014;Singh et al, 2015), a capacity that happens to be associated with greater auditory (16-20 months: Vlach & Johnson, 2013) and visual spoken word recognition in monolingual infants and children (7-14 years: Heikkilä, Lonka, Ahola, Meronen, & Tiippana, 2017;Tye-Murray, Hale, Spehar, Myerson, & Sommers, 2014). Bilingual infants and children also demonstrate (Ronquest, Levi, & Pisoni, 2010).…”

Section: Research Highlightsmentioning

confidence: 99%

“…Bilingual experience also imparts advantages in a wide array of executive functions that are relevant to visual word learning and cross‐modal recognition. For instance, bilingual infants and children have been found to have greater working memory retrieval than their monolingual peers (6 months–7 years: Blom, Küntay, Messer, Verhagen, & Leseman, 2014; Singh et al., 2015), a capacity that happens to be associated with greater auditory (16–20 months: Vlach & Johnson, 2013) and visual spoken word recognition in monolingual infants and children (7–14 years: Heikkilä, Lonka, Ahola, Meronen, & Tiippana, 2017; Tye‐Murray, Hale, Spehar, Myerson, & Sommers, 2014). Bilingual infants and children also demonstrate greater attention shifting (7 months–7 years: Byers‐Heinlein, Morin‐Lessard, & Lew‐Williams, 2017; Crivello et al., 2016) and memory generalization across contents (18–24 months: Bialystok, 2017; Brito, Sebastián‐Gallés, & Barr, 2015), two core capacities that develop along with frequent language switching and that are foundational to cross‐modal recognition.…”

Section: Introductionmentioning

confidence: 99%

Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months

Havy

Zesiger

2020

Developmental Science

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Children raised in a bilingual household from birth (simultaneous bilinguals) are growing in number. Dual language experience represents a unique challenge, as children have to contend with two languages, while receiving minimal exposure and extent variation for each individual input (Bijeljac-Babic, 2018). One source of information that alleviates perceptual uncertainties is seeing the visible orofacial movements accompanying speech. During social interactions, seeing talking faces provides information that is highly redundant and complementary to the auditory signal (Miller

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“…h Lip-reading test. Word-level lipreading skills were evaluated by means of a computer-based lipreading test (Heikkilä et al, 2017). The test included 17 Finnish words presented as silent video clips in which a female speaker uttered the words.…”

Section: Training Tasksmentioning

confidence: 99%

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

Heikkilä¹,

Lonka

Meronen³

et al. 2018

Child Language Teaching and Therapy

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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.

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

Abstract: 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.

Cited by 17 publications

References 42 publications

Individual Differences in L2 Speech Perception: The Role of Phonological Memory and Lipreading Ability

Individual Differences in L2 Speech Perception: The Role of Phonological Memory and Lipreading Ability

Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months

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

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