The Listen-Say Test - : Assessment of speech processing in children 2015

Standardisation of a New Speech Processing

Test in Swedish: The Listen-Say Test

Nakeva von Mentzer, C

_{., Hua, H}

_{., Hällgren, M}

_{& Lyxell, B}

_{. (2014).}

2 _{Swedish Institute of Disability Research, Linköping University}

3 _{Department of Otorhinolaryngology/Section of Audiology, Linköping University Hospital, Linköping, Sweden}

With support by Tysta skolan, Stockholm and Cochlear Nordic AB

OBJECTIVE

•  Prepare and standardize the Listen-Say test –

a new analytical speech processing test

•  Investigate how typically developing children

in first and second grade discriminate and

identify consonantal contrasts in quiet and in

babble noise.

RESULTS

MATERIAL & METHODS

•  Pure Tone Average Screening (5 min)

•  Listen-Say test (30 min) (Computer,

Audiometer phones, USB-buttons)

•  Lexical access (F, A,S and Animals)

•  Questionnaires regarding reading,

learning, interest

DESIGN

!

Phoneme contrast

Listen to 1 2 3 What word was it? Say!

Dental-velar tall (pine) tall kall (cold) kall

PARTICIPANTS

21 children 6-8 yrs (10 girls),

n=7 (grade 1), n=14 (grade 2)

Quiet (95%)

Babble noise (90%),

Z = -4,02, p < .001,d = .86,

All children/grades separately

Mean RT for correctly identified target words (98 items).

Significantly longer RT in quiet than in

babble noise, Z = -2,56, p = .011, d = .31. All children/grade 1

Table 1. Consonantal contrasts in the seven scripts

Note: A = dental-velar, B = oral-nasal, C = voiced-voiceless,

D = r-l-j, E = fricatives, F = s-t, G = clusters-singletons

Script

Minimal pairs Targets

Contrasts

Total

A

8

13

11

24

B

7

11

10

21

C

12

19

17

36

D

9

14

13

27

E

11

17

16

33

F

3

4

5

9

G

12

20

16

36

Total

62

98

88

186