口吃兒童音韻能力與構音能力之研究

陳緯玲; 楊淑蘭

doi:10.6172/BSE201211.3703003

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P59 - 88

社会科学 > 教育学

DOI： 10.6172/BSE

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口吃儿童音韵能力与构音能力之研究

Comparing the Phonological and Articulation Abilities between Stuttering and Nonstuttering Mandarin-Speaking Children

陈纬玲(Wei-Lin Chen) ；杨淑兰(Shu-Lan Yang)

特殊教育研究学刊； 37 卷 3 期 (2012 / 11 / 25) ， P59 - 88

繁体中文 DOI： 10.6172/BSE201211.3703003

口吃儿童；字韵歷程；非词复诵；音韵能力；构音能力；声韵觉識； stuttering children ； phonological process ； non-word repetition ； phonological ability ； articulation ability ； phonological awareness

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摘要 │ 参考文献 (61) │ 被引用文献 (4) │ 国际计量

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Purpose: The Covert Repair Hypothesis (CRH) proposed by Postma and Kolk (1993) states that disfluencies reflect the interfering side effects of covert and pre-articulatory repairing of speech programming error during an ongoing speech. Moreover, covert repair occurs during the formulation of the phonetic plan and prior to the translation of articulatory commands into speech movements by the motor system (Postma & Kolk, 1993). These researchers suggested that people who stutter have more deficits in their phonetic plans, thus, more occasions for error correction, which result in the breakdowns of their speech; that is, stuttering is a normal reaction of detection and repair to an abnormal phonetic plan and the formulation of speech (Kolk & Postma, 1997). Based on the CRH, children with stuttering have inferior abilities in phonological processing and articulation abilities compared to children without stuttering. Therefore, we compare the phonological and articulation abilities between stuttering and non-stuttering school-age children that speak Mandarin. Methods: All the participants were assessed with the Revised Stuttering Severity Instrument-3 for children (SSI-3, Mandarin Edition), which resulted in 24 pairs of stuttering and non-stuttering children. Furthermore, the measures of Phonological Awareness Inventory (PAI) and Phonological Perception Inventory (PPI) were collected. All children's Nonword-Repetition (NR) performances including the Accuracy Ratio and Stuttering Syllable Ratio were calculated, and their speech samples were analyzed to find their phonological processes (PP). The correct percentages of consonant, vowel, and tone were obtained with the Articulation/Phonological Disorder Screen Test (A/PDST) to measure articulation abilities. Thereafter, t tests were employed to examine whether differences existed in the collected phonological and articulation measures between the 2 groups. Results/Findings: The results indicated that nonstuttering children had better phonological abilities through the Phoneme Blending assessment of PAI, the Total Score of PPI, and the Accuracy Ratio of NR, than those of the stuttering school-age children. However, no differences appeared in the articulation abilities of the stuttering and non-stuttering groups. School-age children with stuttering may have had inferior performances, compared to children without stuttering, for several phonological abilities including phoneme blending, total discrimination, and phonological working memory. Nevertheless, the 2 groups performed similarly for articulation ability tests. Conclusion/Implications: The etiology of stuttering may originate from the deficits that exist in phonological processes rather than the articulation skills of children with stuttering. We compare the findings of this study to those of previous studies (English) and propose several interpretations. In addition, we discuss the limitations of our study and worthwhile suggestions for future studies.

参考文献 ( 61 ) 〈TOP〉

伍瑞瑜、杨淑蘭(2007)。国小口吃儿童与一般儿童沟通态度、沟通焦虑与学校适应之比较研究。特殊教育研究学刊，32(1)，93-120。
连结：
American Speech-Language-Hearing Association (2011). What are speech sound disorders? Retrieved July 19, 2011, from http://www.asha.org/public/speech/disorders/SpeechSoundDisorders.htm
教育部（2009）：身心障碍及资赋优異学生监定原则监定标准。台北：教育部特殊教育工作小组。[Ministry of Education (2009). The principles and standards of identification for the disable and gifted students. Taipei: The special education group of Ministry of Education.]
Anderson, J. D.,Wagovich, S. A.,Hall, N. E.(2006).Nonword repetition skills in young children who do and do not stutter.Journal of Fluency Disorder,31(3),177-199.
Arndt, J.,Healey, E. C.(2001).Concomitant disorders in school-age children who stutter.Language, Speech, and Hearing Services in Schools,32,68-78.

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