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See detailLa voix dysphonique: L'impact négatif sur l'élève
Morsomme, Dominique ULg; Minel, Laura; Verduyckt, Ingrid

in Ortho Magazine (2012), 98

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See detailThe impact of teacher's dysphonia on children's skills to treat the spoken language
Morsomme, Dominique ULg; MINEL, Laura; Verduyckt, Ingrid ULg

Conference (2011, August 31)

The high prevalence of voice disorders among teachers is known (Roy et al, 2004). Authors (Morton et al, 2001, Rogerson et al, 2005) have shown the impact of a hoarse voice in teachers on student ... [more ▼]

The high prevalence of voice disorders among teachers is known (Roy et al, 2004). Authors (Morton et al, 2001, Rogerson et al, 2005) have shown the impact of a hoarse voice in teachers on student performance. Our aim is to analyze how 68 students (mean age: 8 years 5 months) processes dysphonic speech on a language comprehension task (MCQ on a short story) and on a minimal pair discrimination task (alike/not alike). Our hypothesis is that student performance will change depending on the modality of the tasks: dysphonic versus normophonic voice. Our results: For both the comprehension and the discrimination tasks, the scores of the students were significantly lower in the dysphonic voice modality (F (1,67) = 11.83, p <0.05) regardless of gender, the order of voice presentation and type of school. Moreover, we observe a greater effect of the dysphonic voice modality in the discrimination task (F (1,67) = 9.52, p <0.05). Thus the dysphonic voice disturbs the students the most in the process of discriminating between two isolated words. recognition of isolated words. Finally, when children judge the dysphonic voices, their comments are mostly slighting (98.33%). To conclude, these results support the necessity to prevent voice disorders among teachers and to create specific voice care programmes. [less ▲]

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See detailIMPACT OF TEACHERS’ VOICE QUALITY ON CHILDREN’S LANGUAGE
Morsomme, Dominique ULg; Minel, Laura; Verduyckt, Ingrid

in VOCOLOGIE: stem en stemstoornissen (2011)

Teachers are a professional group highly exposed to dysphonia, the accumulation of a high vocal demand and detrimental working environments are auspicious to the development of vocal disorders. Yet, the ... [more ▼]

Teachers are a professional group highly exposed to dysphonia, the accumulation of a high vocal demand and detrimental working environments are auspicious to the development of vocal disorders. Yet, the voice of a teacher is his main tool for conveying knowledge to his students, thus a teacher’s voice is of highest value. Recent studies have shown that altered vocal quality have an adverse impact on listeners’ speech processing skills. The objective of our study was to investigate the impact of dysphonic voice on the speech processing skills of 68 eight-year-old children on a text comprehension task and on a minimal pair discrimination task. Children were tested preliminarily according to their auditory attention skills and their lexical and phrasal skills. Children listened to a female voice that read a text and a list of minimal pairs first in a normal voice and then in a dysphonic voice. Their comprehension of the text was evaluated by their score at seven questions about the text and their discrimination score was defined according to the number of correctly discriminated pairs. Results show that dysphonic voice quality lowers the score of all children, regardless of age, gender or language processing skills and across both tasks (p < 0,05); the negative effect of the dysphonic voice quality is more marked on the discrimination task (p < 0,05). The results of this study clearly advocate for the prevention of voice disorders in teachers [less ▲]

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