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Journal of Speech, Language, and Hearing Research Vol.47 738-750 August 2004. doi:10.1044/1092-4388(2004/056)
© American Speech-Language-Hearing Association
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Separating Contributions of Hearing, Lexical Knowledge, and Speech Production to Speech-Perception Scores in Children With Hearing Impairments

Louise E. Paatsch 1
Peter J. Blamey 1
Julia Z. Sarant 2
Lois F. A. Martin 2

Catherine P. Bow 3
1 The University of Melbourne, Melbourne, Australia
2 The Bionic Ear Institute, Melbourne, Australia
3 The University of Melbourne

l.paatsch{at}unimelb.edu.au

Open-set word and sentence speech-perception test scores are commonly used as a measure of hearing abilities in children and adults using cochlear implants and/or hearing aids. These tests are usually presented auditorily with a verbal response. In the case of children, scores are typically lower and more variable than for adults with hearing impairments using similar devices. It is difficult to interpret children's speech-perception scores without considering the effects of lexical knowledge and speech-production abilities on their responses. This study postulated a simple mathematical model to describe the effects of hearing, lexical knowledge, and speech production on the perception test scores for monosyllabic words by children with impaired hearing. Thirty-three primary-school children with impaired hearing, fitted with hearing aids and/or cochlear implants, were evaluated using speech-perception, reading-aloud, speech-production, and language measures. These various measures were incorporated in the mathematical model, which revealed that performance in an open-set word-perception test in the auditory-alone mode is strongly dependent on residual hearing levels, lexical knowledge, and speech-production abilities. Further applications of the model provided an estimate of the effect of each component on the overall speech-perception score for each child.

KEY WORDS: speech perception, hearing impairment, speech production, lexical knowledge

Submitted on June 10, 2002
Revised on November 5, 2002
Accepted on January 13, 2004


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