Preschool children's performance on profiling elements of prosody in speech-communication (PEPS-C)

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Gibbon, Fiona E.
Smyth, Heather
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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 >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.
Prosody , PEPS-C , Children , Assessment
GIBBON, F. E. & SMYTH, H. 2013. Preschool children's performance on Profiling Elements of Prosody in Speech-Communication (PEPS-C). Clinical Linguistics & Phonetics, 27, 428-434. doi:10.3109/02699206.2012.741184
©2013 Informa UK Ltd.