Auditory-Visual Integration for Speech by Children With and Without Specific Language Impairment Purpose It has long been known that children with specific language impairment (SLI) can demonstrate difficulty with auditory speech perception. However, speech perception can also involve the integration of both auditory and visual articulatory information. Method Fifty-six preschool children, half with and half without SLI, were studied in ... Research Article
Research Article  |   December 01, 2007
Auditory-Visual Integration for Speech by Children With and Without Specific Language Impairment
 
Author Affiliations & Notes
  • Linda W. Norrix
    University of Arizona, Tucson
  • Elena Plante
    University of Arizona, Tucson
  • Rebecca Vance
    University of Arizona, Tucson
  • Carol A. Boliek
    The University of Alberta, Alberta, Calgary, Canada
  • Contact author: Linda W. Norrix, Department of Speech, Language, and Hearing Sciences, The University of Arizona, P.O. Box 210071, 1131 East 2nd Street, Tucson, AZ 85721-0071. E-mail: norrix@email.arizona.edu.
Article Information
Language Disorders / Specific Language Impairment / Language / Research Articles
Research Article   |   December 01, 2007
Auditory-Visual Integration for Speech by Children With and Without Specific Language Impairment
Journal of Speech, Language, and Hearing Research, December 2007, Vol. 50, 1639-1651. doi:10.1044/1092-4388(2007/111)
History: Received June 24, 2004 , Revised July 26, 2005 , Accepted May 8, 2007
 
Journal of Speech, Language, and Hearing Research, December 2007, Vol. 50, 1639-1651. doi:10.1044/1092-4388(2007/111)
History: Received June 24, 2004; Revised July 26, 2005; Accepted May 8, 2007
Web of Science® Times Cited: 23

Purpose It has long been known that children with specific language impairment (SLI) can demonstrate difficulty with auditory speech perception. However, speech perception can also involve the integration of both auditory and visual articulatory information.

Method Fifty-six preschool children, half with and half without SLI, were studied in order to examine auditory-visual integration. Children watched and listened to video clips of a woman speaking [bi] and [gi]. They also listened to audio clips of [bi], [di], and [gi], produced by the same woman. The effect of visual input on speech perception was tested by presenting an auditory [bi] combined with a visually articulated [gi], which tends to alter the phoneme percept (the McGurk effect).

Results Both groups of children performed at ceiling when asked to identify speech tokens in auditory-only and congruent auditory-visual modalities. In the incongruent auditory-visual condition, a stronger McGurk effect was found for the normal language group compared with the children with SLI.

Conclusion Responses by the children with SLI indicated less impact of visual processing on speech perception than was seen with their normal peers. These results demonstrate that the difficulties with speech perception by SLI children extend beyond the auditory-only modality to include auditory-visual processing as well.

Acknowledgment
This work was funded by Grant R01 DC04726 from the National Institute on Deafness and Other Communication Disorders.
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