The general aim was to obtain piloting data for a series of experiments about the prevalence of communication impairment in preschool children in Greece. At this screening stage of the overall project, teacher perceptions of communication impairment in 57 kindergartens servicing 1113 children were examined via a questionnaire distributed in the urban region of Patras. The specific research goals were (1) to screen for specific categories of communication impairment such as articulation/phonology, receptive language, expressive language and pragmatics, hearing, stuttering, and voice, as they appear in the mainstreamed kindergarten population and (2) to offer comparative information on sex differences in communication impairment(s). The information was gathered by administration of a Greek-adapted version of the Communication Checklist for Pre-school Teachers, which was administered three times to obtain validity and reliability measures. The results were analysed separately for two studies (original and follow-up) and indicated teacher estimates of 14.4-18.7% for communication impairment in kindergarten children of the Patras region. Prevalence was higher for boys than for girls. Analysis of specific communication areas revealed that prevalence varies according to gender and category of communicative impairment. The limitations and follow-up needs of this study are discussed.

The investigation longitudinally examined the phonetic skills of Cypriot-Greek children with late onset of expressive vocabulary. The rate of phonological development within short time increments and the identification of possible speech constraints motivating slow development of expressive language were examined. Participants were seven Cypriot-Greek children identified as late talkers, and seven age-matched normally developing counterparts. Phonetic skills were examined at ages 30, 33, and 36 months for both groups based on spontaneous language samples. Phonological analyses focused on the construction of all subjects' phonetic inventories over time. Both groups exhibited an increase of specific phoneme use over time. Late talkers had significantly poorer phonetic inventories when compared to the control group. Within the experimental group the analysis revealed the persistent omission of word-initial consonants. Results are discussed in terms of language-specific phonological constraints and their relation to slow development of speech.Research on early detection of language problems revealed that approximately 15% of middle class preschool children in the United States present with late onset of expressive language (Rescorla, 1989). These children are usually referred to as late talkers (LTs). In these youngsters, early expressive language delay is diagnosed on the bases of restricted expressive vocabulary (usually less than 50 words) and lack of 2-word combinations around the age of 24 months, despite normal cognitive and emotional development.However, LT children do not necessarily develop a language delay, and significant variability exists regarding longitudinal language outcomes. Recovery rates have been estimated to be around 50%, suggesting that some children will eventually "grow out" of early language delay (Paul, Looney, & Dahm, 1991;Rescorla & Schwartz, 1990). Studies examining language skills at age 3 years revealed that some LT children achieved age-appropriate scores on standardized batteries while others continued to lag behind on a number of language milestones (Ellis-Weismer,

The purposes of this study were to derive nasalance norms for monolingual Greek speakers, to examine nasalance scores as a function of gender and to draw cross-linguistic comparisons based on normative data. Participants read aloud a corpus of linguistic material, consisting of (1) a nasal text, an oral text and a balanced text; (2) a set of nasal sentences and four sets of oral sentences and (3) repetitions of each of 12 syllable types (8 oral and 4 nasal). The last two sets of material corpus were based on an adaptation of the Simplified Nasometric Assessment Procedures Test (SNAP test) test ( MacKay and Kummer, 1994 ) in Greek, called the G-SNAP test. Eighty monolingual healthy young adult speakers of Greek, 40 males (mean age = 21 years) and 40 females (mean age = 20.5 years), with normal hearing and speech characteristics and unremarkable history were included in the study. The Nasometer (model 6200-3) was used to derive nasalance scores. Mean normative nasalance for spoken Greek was 25.50%, based on the G-oronasal text (with 8.6% nasals). Nasalance scores did not differ significantly with respect to gender. Finally, spoken Greek consistently yielded lower nasalance scores than other languages examined in past work. The aforementioned normative data on nasalance of young adult speakers of Greek are valid across gender and have direct clinical utility as they provide valuable reference information for the diagnosis and management of Greek adults with resonance disorders caused by velar dysfunction.

Coarticulation studies in speech of deaf individuals have so far focused on intrasyllabic patterning of various consonant-vowel sequences. In this study, both inter- and intrasyllabic patterning were examined in disyllables /symbol see text #CVC/ and the effects of phonetic context, speaking rate, and segment type were explored. Systematic observation of F2 and durational measurements in disyllables minimally contrasting in vocalic ([i], [u,][a]) and in consonant ([b], [d]) context, respectively, was made at selected locations in the disyllable, in order to relate inferences about articulatory adjustments with their temporal coordinates. Results indicated that intervocalic coarticulation across hearing and deaf speakers varied as a function of the phonetic composition of disyllables (b_b or d_d). The deaf speakers showed reduced intervocalic coarticulation for bilabial but not for alveolar disyllables compared to the hearing speakers. Furthermore, they showed less marked consonant influences on the schwa and stressed vowel of disyllables compared to the hearing controls. Rate effects were minimal and did not alter the coarticulatory patterns observed across hearing status. The above findings modify the conclusions drawn from previous studies and suggest that the speech of deaf and hearing speakers is guided by different gestural organization.

The current investigation examined the development of voice onset time (VOT) in Standard-Greek (SG) and Cypriot-Greek (CG)-speaking children at age levels 2;0-2;5, 2;6-2;11, 3;0-3;5, and 3;6-4;0 years. SG presents with a two-way voicing contrast (voiced and voiceless unaspirated stops) whereas CG is a three-way contrast dialect containing voiceless unaspirated, voiceless aspirated, and pre-voiced stops. A cross-sectional design was used. The main goals were: (1) to determine the age at which Greek and Cypriot Greek children acquire voicing contrasts, and (2) to examine the mechanism used during the process of acquisition. Stimuli included pseudo words in minimal pair contrasts differing in stop voicing (e.g. ['gaga] vs ['kaka]). Children were taught the target words using fast mapping procedures. Each member within a word pair referred to an unfamiliar object. Audio-recorded samples were analysed from wide-band spectrograms. Results indicated a greater overall variation of voicing patterns for children than adults, in both Greek and Cypriot VOT contrasts. Greek children acquired consistent pre-voicing and short lag aspiration patterns very early on, achieving adult values for VOT contrasts for alveolar and for velar places of articulation as early as 2;0-2;5 years old. On the contrary, a developmental lag in the acquisition of voicing contrasts was noted for Cypriot children as compared to the Greek counterparts. Accounts about the developmental differences among Greek and Cypriot children with respect to the adult VOT contrasts are discussed.

A 10-year-old nonverbal Greek boy, C.Z., Who had been diagnosed With both bilateral sensorineural profound hearing loss and autism, Was taught to use the Picture Exchange Communication System (PECS), With some modifications and extensions, over a 4-month intensive intervention period. C.Z.'s original communication and behavioral status as Well as the PECS application process are presented, along With the communicative, language, and psychosocial outcomes folloWing the intervention program. FolloW-up data Were collected 6 months post.

Objective: The purpose of this study was to identify voice risk factors for female kindergarten teachers and nurses in Heraklion, Crete. Patients and Methods: A questionnaire consisting of voice use and lifestyle activities was given to 200 kindergarten teachers in Heraklion, Crete, of which 151 were returned (75.5%). A group of 89 nurses served as the control group. Both groups also completed the Greek version of the Voice Handicap Index (VHI-G). Results: Kindergarten teachers sing more often, speak loudly more often when they are at work and present with more infections of the upper respiratory tract compared to nurses. They talk less than 30 min per day on the phone, drink less alcohol and water and smoke less in comparison with nurses. The median VHI-G score for the kindergarten teachers was significantly higher than that for the nurses. Conclusion: The results suggest that there is a difference in the factors that may be responsible for the appearance of voice problems in kindergarten teachers and in nurses. For kindergarten teachers, the risk factors for voice disorders are primarily related to vocal load factors and for nurses appear to be lifestyle-related more than voice use alone.

Weak performance in short-term memory (STM) in children with cochlear implants (CI) may have an impact on vocabulary development. Vocabulary, phonological STM (nonword repetition), phonological/verbal STM (digit span) and rapid naming measures were administered to 15 Greek-speaking children with CI (ages 4;6-8;6) and to chronological age (CA) and younger controls with normal hearing (NH). The children with CI exhibited lower performance in all tasks compared to CA controls but lagged behind only in phonological STM tasks in comparison to younger NH controls. For children with CI, vocabulary correlated with phonological STM, while for younger NH controls it correlated with all the cognitive measures used. The present results showed that children with CI demonstrate age-matched rapid naming skills, a slower development in vocabulary acquisition rates and developmental lags in their phonological STM skills, suggesting an overall atypical pattern of development. The results also suggest a relationship between these skills which needs to be explored further.