Registro fonológico inducido

Monfort, Marc; Sánchez, Adoración Juárez

doi:10.1016/s0214-4603(88)75430-3

Cited by 31 publications

(23 citation statements)

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“…Speech and language therapy in this level consists on sessions between the speech therapist and the patient who utters different words and receives an evaluation on the correctness of the pronunciation by the therapist. Books providing different set of especially chosen words are often published (Monfort and Juárez-Sánchez, 1989;Albor, 1991;Aguinaga et al, 2004) to help the community of speech therapists in their work. Section 3.2 will introduce "Vocaliza", the proposal in this work for articulation acquisition and speech training.…”

Section: Language Acquisition -Articulationmentioning

confidence: 99%

“…In this mode, no ASR is run and every utterance can be visually checked in its waveform to evaluate the quality of the recorded signal. The set of words used for the recordings was the Induced Phonological Register (RFI) (Monfort and Juárez-Sánchez, 1989). RFI, while containing only 57 words is a powerful set of words for speech therapy as it contains examples of all the 23 phonemes and 70% (36 out of 51) of the allophones described traditionally in the Spanish language (Alarcos, 1950) as shown in Table 1.…”

Section: A Novel Corpus Of Impaired Speech From Children and Young Admentioning

confidence: 99%

“…The task domain is defined by the user interface in the current configuration of the interactive learning tool "Vocaliza", which was introduced in Section 3.2. In this task domain, all utterances correspond to isolated words taken from the 57 word phonetically balanced RFI vocabulary (Monfort and Juárez-Sánchez, 1989). User utterances are elicited in the interactive dialog using written and pictorial prompts, as described in Section 3.…”

Section: Verifying Pronunciations Arising From Dysarthric Speechmentioning

confidence: 99%

“…These speakers were prompted using on-screen text and images to utter words from a phonetically balanced vocabulary designed for diagnosis of speech impairments (Monfort and Juárez-Sánchez, 1989). In the end, the corpus included 14 impaired speakers as well as 168 unimpaired speakers.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Tools and Technologies for Computer-Aided Speech and Language Therapy

Saz

Yin

Lleida

et al. 2009

Speech Communication

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Section: Language Acquisition -Articulationmentioning

confidence: 99%

Section: A Novel Corpus Of Impaired Speech From Children and Young Admentioning

confidence: 99%

Section: Verifying Pronunciations Arising From Dysarthric Speechmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Tools and Technologies for Computer-Aided Speech and Language Therapy

Saz

Yin

Lleida

et al. 2009

Speech Communication

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“…Though for Spanish people there are no standardised phonological tests adapted to people who use AAC, our materials were based on standardised instruments by Calero, Pérez, Maldonado, & Sebastián (1999). Pictures in phonological test items were taken from the Registro Fonológico Inducido by Monfort (1982). Table 2 shows phonological test items and ranges of scores.…”

Section: Phonological Tasksmentioning

confidence: 99%

An Exploratory Study of Phonological Awareness and Working Memory Differences and Literacy Performance of People that Use AAC

et al. 2010

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538Twelve cerebral palsied adolescents and young adults with complex communicative needs who used augmentative and alternative communication were studied. They were classified according to their working memory capacity (high vs. low) into two groups of 6 participants. They were also divided into two groups of 6 participants according to their high vs. low phonological skills. These groups were compared on their performance in reading tests -orthographic knowledge, a word test and a pseudoword reading test-and in the spelling of words, pseudowords and pictures' names. Statistical differences were found between high vs. low phonological skills groups, and between high and low working memory groups. High working memory capacity group scored significantly higher than low working memory group in the orthographic and word reading tests. The high phonological skills group outperformed the low phonological skills group in the word reading test and in the spelling of pseudowords and pictures' names. From a descriptive point of view, phonological skills and working memory, factors known to be highly predictive of literacy skills in people without disabilities, also hold as factors for the participants that used AAC in our study. Implications of the results are discussed.En nuestro estudio participaron doce adolescentes y adultos jóvenes con parálisis cerebral con necesidades comunicativas especiales, usuarios de comunicación aumentativa y alternativa. Éstos fueron clasificados según su capacidad de memoria operativa (alta vs. baja) en 2 grupos de 6 participantes, y en otros dos, también de 6 participantes de acuerdo a sus habilidades fonológicas (altas vs. bajas). Todos ellos fueron comparados según sus habilidades lectoras (conocimiento ortográfico, lectura de palabras, de pseudopalabras, capacidad de deletreo de palabras, de pseudopalabras y deletreo de nombres de dibujos. Los resultados mostraron diferencias significativas entre los grupos de altas y bajas capacidades fonológicas así como entre los grupos de alta y baja capacidad de memoria en algunas de las medidas estudiadas. Los sujetos con alta capacidad de memoria obtuvieron puntuaciones significativamente mejores en la tarea ortográfica y en la lectura de palabras. Por otra parte, los sujetos con mejores habilidades fonológicas rindieron significativamente mejor en las tareas de lectura de palabras, deletreo de pseudopalabras y de nombres de dibujos. Desde un punto de vista descriptivo, podemos afirmar que las habilidades fonológicas y de memoria operativa se mostraron como buenos predictores del éxito lector en sujetos usuarios de CAA, del mismo modo que sucede en el resto de la población sin trastornos. Las implicaciones de estos resultados se discuten en este trabajo.Palabras clave: memoria operativa, habilidades fonológicas, parálisis cerebral, necesidades comunicativas complejas, lectura, deletreo, alfabetización.

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