Effectiveness of phonological awareness tasks on auditory perception & speech intelligibility of pre- school deaf children

Document Type : Original Article

Authors

1 M.A. student of Psychology & Education of Exceptional Children, University of Tehran, Tehran, Iran.

2 Associate professor, Psychology & Education of Exceptional Children Department, University of Tehran, Tehran, Iran

3 Assistant professor of Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Iran.

Abstract

The current research was done to study the effectiveness of phonological awareness tasks on auditory perception & speech intelligibility of pre- school severe and profound deaf children. The population of this study included all of the pre- school severe and profound deaf children in Shiraz, from among which 10 children with cochlear implant were chosen using available sampling method from Soroush rehabilitation institute. They were randomly assigned into control and experimental groups and Phonological Awareness Tasks Program was done individually on the experimental group members for 45 minutes each day, during 3 months. Phonological Awareness Test (Soleymani & Dastgerdi, 1379), Categories of Auditory Performance (CAP) & Speech Intelligibility Rating Scale (SIR) were used respectively to investigate Phonological Awareness, auditory perception and speech production and data was analyzed by U Mann- Whitney and Wilcoxon test. Findings indicated that phonological awareness tasks improved auditory perception and speech production scores in deaf children participating in the study (p < 0/01). According to the effectiveness of phonological awareness tasks on communication and language skills in deaf children, using this program is highly recommended in habilitation programs.

Keywords

References

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Empowering Exceptional Children
Volume 9, Issue 1
September 2018
Pages 79-88

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History

  • Receive Date: 10 September 2018
  • Accept Date: 10 September 2018

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