Preschool children's performance on Profiling Elements of Prosody in Speech-Communication (PEPS-C). (July 2013)

• Record Type: Journal Article
• Authors: Gibbon, Fiona E.; Smyth, Heather
• Is Part Of: Clinical linguistics & phonetics. Volume 27:Number 6/7(2013:Jun./Jul.)
• Page Start: 428
• Page End: 434
• Publication Date: 2013-07
• Subjects: Language disorders -- Periodicals; Applied linguistics -- Periodicals; Phonetics -- Periodicals; 616.855
• DOI: 10.3109/02699206.2012.741184
• Languages: English
• ISSNs: 0269-9206

Abstract

<abstract> <title> <x xml:space="preserve">Abstract</x> </title> <p>Profiling Elements of Prosody in Speech-Communication (PEPS-C) has not been used widely to assess prosodic abilities of preschool children. This study was therefore aimed at investigating typically developing 4-year-olds' performance on PEPS-C. PEPS-C was presented to 30 typically developing 4-year-olds recruited in southern Ireland. Children were judged to have completed the test if they produced analysable responses to &gt;95% of the items. The children's scores were compared with data from typically developing 5–6-year-olds. The majority (83%) of 4-year-olds were able to complete the test. The children scored at chance or weak ability levels on all subtests. The 4-year-olds had lower scores than 5–6-year-olds in all subtests, apart from one, with the difference reaching statistical significance in 8 out of 12 subtests. The results indicate that PEPS-C could be a valuable tool for assessing prosody in young children with typical development and some groups of young children with communication disorders.</p> </abstract>