English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

An abstract of the thesis of Kristi M. Mowe for the Master of Science in Speech Communication: Speech and Hearing Sciences presented May 12, 1997. Title: Comparison of Intelligibility Estimation and Orthographic Transcription Methods by Preprofessional Speech-Language Pathologists When the fundamental means of communications is speech, the main component for successful corrununication is intelligibility. The speech of children with disordered phonologies is often unintelligible; therefore, accurate and reliable methods of measuring intelligibility are essential when determining eligibility, and in selecting and providing appropriate treatment. The purpose of this study was to investigate the relationship between the percentage estimation method and the orthographic transcription method when measuring speech intelligibility by preprofessional listeners. For this study, the standard measurement of intelligibility was defined as the percentage of words understood in a continuous speech sample derived from orthographic transcription of the sample. Twelve speech samples were chosen from the original group of speakers in the Gordon-Brannan (1993) study according to varying levels of intelligibility. Three speakers were chosen from each of the four levels of phonological proficiency: adult-like, mild, moderate, and severe. Four graduate students in the Speech and Hearing Sciences Program at Portland State University served as preprofessional listeners. These listeners rated the children's percentage of intelligibility from continuous speech samples using listener estimation and orthographic transcription methods. The two methods of measuring speech intelligibility investigated in this study were found to be strongly correlated overall among the 4 listeners, although the ranges among the listeners scores were wide for some of the speakers. Even though the correlation was strong between the two methods, there were substantial differences between the actual percentages derived from orthographic transcription and those derived from estimation for some listeners. COMPARISON OF INTELLIGIBILITY ESTIMATION AND ORTHOGRAPHIC TRANSCRIPTION METHODS BY PREPROFESSIONAL SPEECH-LANGUAGE PATHOLOGISTS