Redey-Nagy, CD; (2016) Language impaired children's listening to speech in noise: a deficit to be remediated? Doctoral thesis , UCL (University College London).

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Abstract

The objective of the research described below was to investigate the speech perceptual skills of children with specific language impairment (SLI), and the relationship between auditory attention and speech perceptual skills in SLI and agematched controls. Computerised tasks were used to explore the perception of connected speech in the presence of various types of maskers. Apart from the language measures, auditory attention skills, phonological short-term memory and processing and literacy skills were also investigated. The SLI group was expected to perform less well on all these tasks, including the attention measures. Their performance on the speech in noise tasks was of particular interest as few systematic studies have investigated this before. Results generally confirmed a difference in speech perceptual abilities, phonological processing and literacy skills, but not in auditory attention. Most deficits were present only in a subgroup of the SLI children, while others performed similarly to controls. Following the perception study, a sixweek auditory training regime was designed and administered in a subgroup of the language-impaired children. Measures of speech perception in noise were conducted before and after the training and a follow-up assessment of language, attention and literacy abilities was carried out to investigate gains, their generalisation and retention. Implications of the study to language-impaired children’s education and therapy are discussed.

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