CoChat
Sign Up
Cited by 151Voice and Speech DisordersCommunication in Education and HealthcarePhonetics and Phonology Research

The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.

Is There an Effect of Dysphonic Teachers' Voices on Children's Processing of Spoken Language?

Open access
Rogerson, Jemma, Dodd, Barbara·2005·Journal of Voice
DOI 10.1016/j.jvoice.2004.02.007
Open this paper in CoChat — free account

Abstract

There is a vast body of literature on the causes, prevalence, implications, and issues of vocal dysfunction in teachers. However, the educational effect of teacher vocal impairment is largely unknown. The purpose of this study was to investigate the effect of impaired voice quality on children's processing of spoken language. One hundred and seven children (age range, 9.2 to 10.6, mean 9.8, SD 3.76 months) listened to three video passages, one read in a control voice, one in a mild dysphonic voice, and one in a severe dysphonic voice. After each video passage, children were asked to answer six questions, with multiple-choice answers. The results indicated that children's perceptions of speech across the three voice qualities differed, regardless of gender, IQ, and school attended. Performance in the control voice passages was better than performance in the mild and severe dysphonic voice passages. No difference was found between performance in the mild and severe dysphonic voice passages, highlighting that any form of vocal impairment is detrimental to children's speech processing and is therefore likely to have a negative educational effect. These findings, in light of the high rate of vocal dysfunction in teachers, further support the implementation of specific voice care education for those in the teaching profession.

Overview

Integrity signals

Registry

Crossref · 10.1016/j.jvoice.2004.02.007

Cites

48 of 48 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 48 references

Research works printed but not linked: 6

  1. Bufton, 2000, The voice curriculum, RCSLT Bulletin, 9
  2. Pichora-Fuller, 1997, Language comprehension in older listeners, J Speech Lang Pathol Audiol, 2, 125
  3. Hazen V, Markham D. Do adults and children find the same voices intelligible? Poster presented at TIPS Workshop. Aix en Provence, France, April 2002.
  4. Flexer, 1997, Sound-field FM systems: questions most often asked about classroom amplification, Hearsay, 11, 5
  5. Crandell, 1991, The effects of classroom acoustics on children with normal hearing: implications for intervention strategies, Educat Audiol Mono, 2, 18
  6. Cornish, 2000, Inspiring or expiring? Raising the teacher's voice, Speech Lang Therapy Pract

Cited by

Sorted by citations

Related

See all

Metadata

Authors
Rogerson, J., & Dodd, B.
Affiliations
Newcastle University (GB)
Corresponding author
Rogerson, Jemma
ORCID
Dodd, Barbara
Venue
Journal of Voice
Publisher
Elsevier BV
Published
2005-03
Volume
19
Issue
1
Pages
47-60
ISSN
0892-1997 (ISSN-L)
DOI
10.1016/j.jvoice.2004.02.007
OpenAlex
W2065361524
Cited by
151
References
48
Citations by year
2026: 4 · 2025: 6 · 2024: 6 · 2023: 10 · 2022: 13 · 2021: 7 · 2020: 8 · 2019: 8 · 2018: 8 · 2017: 15 · 2016: 5 · 2015: 19 · 2014: 4 · 2013: 4 · 2012: 4
FWCI
2.21
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Journal of Voice (publishedVersion)
  • PubMed (publishedVersion)
  • Newcastle University ePrints (Newcastle Univesity)
Topics
  • Health Sciences › Health Professions › Speech and Hearing › Voice and Speech Disorders
  • Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
Keywords
dysphonia, voice quality, voice perception, teaching profession
MeSH terms
Child, Factor Analysis, Statistical, Faculty, Female, Humans, Male, Occupational Diseases, Sex Factors, Speech Perception, Verbal Behavior, Videotape Recording, Voice Disorders, Voice Quality

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review