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Teachers' perceptions of the auditory discrimination, listening and verbal comprehension skills of children who fail speech and language assessment

Gilmore, Joanna; (2005) Teachers' perceptions of the auditory discrimination, listening and verbal comprehension skills of children who fail speech and language assessment. Doctoral thesis , UCL (University College London). Green open access

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Abstract

The link between children's auditory discrimination ability and their language and literacy development is the subject of much debate in the literature, as is the relationship between auditory discrimination and attention. As a professional group in daily contact with children, teachers have been demonstrated as generally reliable predictors of their pupils' performance in many language-related domains. Are teachers able to identify their pupils' difficulties with auditory discrimination A questionnaire was administered with teachers in West Sussex, England, relating to those of their four-year old pupils who had failed a speech and language screening assessment. The questionnaire explored the attention, listening and comprehension abilities of the child and presence of any difficulties in these areas and included a question on auditory discrimination. The research was part of a larger project 'Listening to Speech' that aims to evaluate the effectiveness of a Speech & Language Therapy (SLT) programme for groups of children in their first year at school that improves their speech discrimination, listening and attention skills. Correlation was measured between teachers' ratings of attentive listening, verbal comprehension and auditory discrimination abilities and formal speech and language test results. Results showed significant correlation between teacher ratings and children's test scores in the domain of verbal comprehension. There was also significant correlation between teachers' ratings of children's attentive listening and performance on verbal comprehension tests. However there was no significant correlation between teacher ratings and children's test scores on auditory discrimination. The questionnaire's internal consistency was measured, and found to be reliable overall, but poor as a measure of auditory discrimination specifically. Possible reasons for this, including potential problems with questionnaire design and assessment test, are discussed.

Type: Thesis (Doctoral)
Title: Teachers' perceptions of the auditory discrimination, listening and verbal comprehension skills of children who fail speech and language assessment
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Thesis digitised by ProQuest. Third party copyright material has been removed from the ethesis. Images identifying individuals have been redacted or partially redacted to protect their identity.
UCL classification: UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition
URI: https://discovery.ucl.ac.uk/id/eprint/1570382
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