Language Comprehension and Auditory Discrimination in Articulation Deficient Kindergarten Children This study examined the relationship between language comprehension and auditory discrimination in 30 kindergarten children with numerous Disarticulations and 30 similarly aged children with proficient articulation. The Carrow Auditory Test for Language Comprehension and the Wepman Auditory Discrimination Test were the test instruments. Results showed deficit performances by the articulation ... Research Article
Research Article  |   June 01, 1972
Language Comprehension and Auditory Discrimination in Articulation Deficient Kindergarten Children
 
Author Affiliations & Notes
  • Thomas P. Marquardt
    University of Wisconsin, Madison, Wisconsin
  • John H. Saxman
    University of Wisconsin, Madison, Wisconsin
Article Information
Research Articles
Research Article   |   June 01, 1972
Language Comprehension and Auditory Discrimination in Articulation Deficient Kindergarten Children
Journal of Speech, Language, and Hearing Research, June 1972, Vol. 15, 382-389. doi:10.1044/jshr.1502.382
History: Received August 2, 1971
 
Journal of Speech, Language, and Hearing Research, June 1972, Vol. 15, 382-389. doi:10.1044/jshr.1502.382
History: Received August 2, 1971

This study examined the relationship between language comprehension and auditory discrimination in 30 kindergarten children with numerous Disarticulations and 30 similarly aged children with proficient articulation. The Carrow Auditory Test for Language Comprehension and the Wepman Auditory Discrimination Test were the test instruments. Results showed deficit performances by the articulation error group on both tests. Error scores on each task were significantly correlated with the number of misarticulations in the articulation error group. In addition, language comprehension and auditory discrimination were significantly correlated within the articulation error group but not within the articulation proficient group. These findings support the argument that children with numerous misarticulations show syntax performance deficits for their age because of underdeveloped syntax knowledge. The interdependence of language levels during acquisition is stressed.

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