일반읽기상황과 비교한 합독상황과 백색소음상황에서 말더듬 비율과 조음속도
Stuttering Rates and Articulation Rates under Choral Reading and White-Noise Reading Relative to Typical Reading
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Purpose: This study aims primarily to examine whether there are significant differences in stuttering rates and articulation rates among the following three reading conditions: typical reading (i.e., no provision of external auditory stimulus), choral reading (i.e., provision of another speaker’s same speech signal) and white-noise reading (i.e., provision of white-noise as a type of mechanical noise). Methods: Nine (9) male adults who stutter have participated in the study and been asked to read a series of passages of 405 syllables (consisting of 897 phones) on average in length. Stuttering rates have been computed based on a percentage of syllables stuttered (%SS) and articulation rates have been assessed in syllables uttered per second and in phones uttered per second. Results: Results show that there is no significant difference in stuttering rates among the three experimental reading conditions. With respect to articulation rates, no significant difference is found among the three experimental conditions in terms of syllables uttered per second. A significant difference, however, is found in articulation rates computed on a basis of phones uttered per second: Tests of post hoc comparisons reveal a significant difference between typical reading and choral reading. The Spearman tests for non-parametric correlation show no significant correlation between stuttering rate and articulation rate. Conclusion: The findings suggest that the fluency enhancement of adults who stutter attained under the choral reading and white-noise reading condition is not associated with a reduction in articulation rates.
Abstract
Purpose: This study aims primarily to examine whether there are significant differences in stuttering rates and articulation rates among the following three reading conditions: typical reading (i.e., no provision of external auditory stimulus), choral reading (i.e., provision of another speaker’s same speech signal) and white-noise reading (i.e., provision of white-noise as a type of mechanical noise). Methods: Nine (9) male adults who stutter have participated in the study and been asked to read a series of passages of 405 syllables (consisting of 897 phones) on average in length. Stuttering rates have been computed based on a percentage of syllables stuttered (%SS) and articulation rates have been assessed in syllables uttered per second and in phones uttered per second. Results: Results show that there is no significant difference in stuttering rates among the three experimental reading conditions. With respect to articulation rates, no significant difference is found among the three experimental conditions in terms of syllables uttered per second. A significant difference, however, is found in articulation rates computed on a basis of phones uttered per second: Tests of post hoc comparisons reveal a significant difference between typical reading and choral reading. The Spearman tests for non-parametric correlation show no significant correlation between stuttering rate and articulation rate. Conclusion: The findings suggest that the fluency enhancement of adults who stutter attained under the choral reading and white-noise reading condition is not associated with a reduction in articulation rates.
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