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05.09.2017 | Review Paper | Ausgabe 1/2019

Universal Access in the Information Society 1/2019

Speech pronunciation practice system for speech-impaired children: a systematic review of impacts and functionality

Zeitschrift:
Universal Access in the Information Society > Ausgabe 1/2019
Autoren:
Ali Darejeh, Siti Salwah Salim, Adeleh Asemi

Abstract

There are many systems in the field of speech therapy, and each offers different features. Identifying the effects of these systems on speech learning of children and proper features for selection of an effective speech pronunciation practice (SPP) system for children is an important issue for speech therapists. Therefore, analysing the impacts and functionality of the current SPP systems can help software developers find the essential features for designing an effective SPP system and also assist the therapists to select an appropriate system for children. To address the above issues, a literature review was conducted to find the desired features and characteristics for designing an effective SPP system for children and identify the shortcomings of the current speech pronunciation practice systems. To conduct this systematic review, the researchers followed a defined procedure designed by Kitchenham (Procedures for performing systematic reviews, Keele University, Keele, 2004). From 229 initial papers found in five research databases, 11 relevant papers were extracted based on the inclusion criteria. The SPP systems were summarised in terms of these factors: (a) purpose(s) and experimental type; (b) experimental results; (c) main features; (d) different types of each feature; (e) platform; (f) user interface characteristics; and (g) practising method. The results indicated that: (a) experimental results of all systems were positive, and patients and therapists were satisfied with SPP systems; (b) user profiles, feedback, reports, user interface and practising method are five elements of SPP systems which can have direct effect on system effectiveness; and (c) appropriate reporting systems and user interfaces are ignored in most SPP systems. We conclude that an appropriate SPP system can increase children’s enthusiasm to participate in therapy sessions and improves their concentration and performance during the sessions. Furthermore, we present the most-used type of each main element of SPP systems and indicate the potential positive features based on the shortcomings of the current systems.

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