• Phonetics and Speech Sciences
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• v.11 no.4
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• pp.109-116
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• 2019

This study was conducted to identify the characteristics of pauses and breath groups made by normal adults and patients with voice disorders while reading a paragraph. Forty normal female adults and forty female patients with a functional voice disorder (18-45 yrs.) read the "Gaeul" paragraph with the "Running Speech" protocol of the Phonatory Aerodynamic System (PAS), by which the pauses with or without inspiration and between or within syntactic words and breath groups were analyzed. The number of pauses with inspiration was found to be higher in the patient group, but the number of pauses without inspiration was higher in the normal group. The rate of syntactic word boundaries with pauses with inspiration was higher in the patient group, while the number of syllables per breath group was higher in the normal group. As these results can be explained by patients' poor breath support due to glottal insufficiency, the question of whether voice disorder patients use their pauses and breath groups properly should be considered carefully in evaluation and intervention.

• Phonetics and Speech Sciences
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• v.13 no.4
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• pp.55-66
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• 2021

Proper prosody in reading allows the reader to naturally convey the meaning, which manifests as changes in pitch, loudness, and speech rate. Children with reading disability face difficulty in delivering information due to poor prosody. This study identified the difference in prosodic features between children with reading disabilities and nondisabled children through means of reading tasks. Reading tasks, according to sentence types (short sentences, assumptions/conditions, intentions, relative-clause), were recorded by 15 children studying in the 3rd to 6th grade in elementary school. Children with reading disability had a statistically significant wider range of pitch, slower speech rate, more frequent usage of pauses, longer total pause duration, and steeper pitch slope than nondisabled one in sentence-final and -medial words. Children with reading disability, therefore, exhibited a less natural and expressive reading than nondisabled children. Through this study, the characteristics of prosody observed in children with reading disability were identified and the need for an approach for effective intervention was also suggested.

• MALSORI
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• no.65
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• pp.37-49
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• 2008

The purposes of this experiment were to compare and analyze some voice parameters of the hearing impaired male adults and to suggest a basic data on the speech intervention for the hearing impaired. Voice analysis of four sustained vowels(/a/, /i/, /${\partial}$/, /u/, fundamental Sequency(F0), jitter percent, shimmer percent, and Noise to Harmonic Ratio(NHR) was conducted for the deaf young male adults using a sign laguage(N=5, aged 16-20) and the normal hearing young male adults(N=10, aged 18-20) by using MDVP(Multi-Dimensional Voice Program) in CSL. F0, jitter, and shimmer in the deaf group were significantly higher than those in the normal hearing group. The average of F0 was 151 Hz, which was lower than the results of the previous studies, and there were no significant differences among the sustained vowels. In both groups, the values of the voice parameters were stable on the /a/ or /${\partial}$/, those closed to the standard scores.

• Speech Sciences
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• v.14 no.4
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• pp.213-220
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• 2007

This study investigates the voice quality including F0, jitter, shimmer, and NHR for the children with cochlear implant (CI group) and those with normal hearing (NH group). The CI group was further classified two sub-groups depending upon the time of surgery (i.e. under four years vs. over four years). Three corner vowels (e.g. /a/, /i/, /u/) with extended vocalization were used and analyzed with Multi-Dimensional Voice Program (Kay Elemetrics, Model 4300). The statistics were made in two independent sample t-test with SPSS 11.5. The results can be summarized as follows: (1) The children with cochlear implanted before 4 years of age had very similar data with the NH group except for the vowel /a/. (2) The children with cochlear implanted after 4 years of age, however, indicated significant differences in Fo (/a/, /i/, /u/), Jitter (/e/), shimmer (/a/, /i/, /u/) and NHR(/a/) in all three vowels. It is concluded that the early CI surgery and the early intervention would be very important to maintain better voice quality.

• Proceedings of the KSPS conference
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• 2003.10a
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• pp.169-172
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• 2003

The purpose of this study was to provide preliminary data on the acoustical differences of one syllable words spoken by speakers with different language backgrounds. 20 native speakers of Korean and English were asked to read 7 one-syllable words written in their native language. The phonetic and phonemic characteristics of 7 words were similar between two languages. The ratio of duration of the body (onset+nucleus) and the rhyme(nucleus+coda) relative to the duration of each syllable were calculated using CSL (Computerized Speech Laboratory). The results corresponds to the body-coda structure of the Korean syllable which is supported by the recent experimental psychological studies. More acoustic studies on the Korean syllable structure are required to establish clinical foundation for the phonological awareness and the reading intervention programs.

• Speech Sciences
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• v.14 no.3
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• pp.47-57
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• 2007

The aim of this study was to investigate the pitch and formant characteristics of vowels produced by monolingual and bilingual children. We collected sustained phonation of single vowels, /a/, /i/, /u/, from children aged 6 through 10 and compared their acoustic characteristics, fo, F1, F2. Results showed a significant difference between the groups in fo and F1 in the sustained phonation /a/, but not in F2. In the sustained phonation /i/, F2 revealed a significant difference but fo and F1 showed no significant difference. The F2 showed a significant difference in the sustained phonation /u/, but fo and F1 revealed no significant difference between the groups. It is needed to study further on the acoustic characteristics of bilingual children so that we can make a proper language intervention strategy for them.

• Phonetics and Speech Sciences
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• v.7 no.3
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• pp.175-181
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• 2015

This study aims to compare the differences between 'consonant inventory size' and 'phonological variability' in order to examine the phonological development and characteristics of the late-talkers and typically developing expressive language agematched children and to consider the correlations between them. The study participants included fifteen late-talkers and fifteen typically developing expressive language age-matched children(TED group). The results are as follows. First, as regards consonant inventory size, there was a significant difference between late-talkers and TED group. The late-talkers' consonant inventory size was less than TED group. Second, as regards phonological variability, there was a significant difference between late-talkers and TED group. The late-talkers' phonological variability was higher than TED group. Third, in the case of late-talkers, there was no significant correlation between consonant inventory size and phonological variability; however in the case of TED group, there was a significant negative correlation between consonant inventory size and phonological variability. Therefore, phonological ability should be considered in evaluation and intervention of late-talkers.

• Journal of Korean Physical Therapy Science
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• v.18 no.1
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• pp.33-49
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• 2011

The process of physical therapy uses a problem-solving approach to enhance a patients's functioning status. The International Classification of Functioning, Disability and Health(ICF) is the common concept for the functioning in the world. Physical therapists require the ability to identify problems, formulate hypothesis, and plan intervention strategies through clinical reasoning. In the clinical process, physical therapists need to use standard and common languages in speech and in documentation. The purpose of this study was to suggest the process of making strategy for efficient intervention, examining and evaluating the functional problem of the person with stroke using ICF tools. For the first step in this process model, therapists could list the information relating to functional problems used by the ICF Core set and then could identify the interaction among the problems using the ICF assessment sheet. For the next step, therapist is needed to make the hypothesis and hypothesis testing, and then set a primary functional goals and therapeutic goals in detail after prioritizing the problems to be managed based on the problem list. Finally, after setting the identified problems as the purpose of intervention through the hypothesis testing, therapist could do some intervention after making a plan to solve these problems, and find out the outcomes using the ICF evaluation display. This report illustrates how to apply the process based on ICF concept into physical therapy practice. Making a decision for the most efficient intervention requires that therapists use the clinical reasoning process based on ICF concept.

• Korean Journal of Child Studies
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• v.24 no.4
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• pp.123-142
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• 2003

This study examined the effectiveness of a social competence program for mentally challenged(IQ 58-74) and/or somewhat autistic 6- and 7-year old children with peer relationship difficulties. The Hierarchical Model of Social Competence by Guralnick(1992) provided the framework of the experimental program. The intervention consisted of 16 sessions: 2 intervention teachers implemented each session for 90 minutes once a week. Target behaviors were to initiate interactions with others, to respond to behaviors of teachers and peers, to participate in group activities, and to express their needs to others with speech. Data on the frequencies of target behaviors, the behavior episodes and parent reports were analyzed. Most of children became to be more sociable, although there were individual differences in the changes in target behaviors.

• Journal of Engineering Education Research
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• v.21 no.5
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• pp.3-9
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• 2018

This article examined the effects of self-reflecting journal writing in speaking class on academic performance of science and engineering students. To assess the effect, 27 science and engineering students from the "Speech and Life" class were asked to keep a self-reflecting journal. Pre and post-intervention surveys were conducted, followed by the analysis of learning effect and satisfaction. In addition to the pre and post-intervention surveys, an additional survey on speaking ability was conducted at the same time and the change of the students' ability was assessed. Results showed that after writing self-reflection journals, participants' learning effect and satisfaction has increased, and their speaking performance was also improved.