Assessing intelligibility: Children's expressive phonologies

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Abstract

Accurate measurement of speech intelligibility is a critical component for the assessment of children's disordered phonologies. The degree of intelligibility has important implications for planning and implementing intervention and also for evaluating its effectiveness. Limited normative data are available for speech intelligibility in young children. The three general approaches used for measuring intelligibility are open-set word identification, closed-set word identification, and rating scales. Currently most clinicians make gross estimates of percentage of intelligibility. Positive and negative aspects of the various procedures for measuring intelligibility are discussed.

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