ArticleAmerican journal of speech-language pathology2025
Characterizing the Relationship Between the Intelligibility in Context Scale and Transcription Intelligibility in Typically Developing English-Speaking Children Between Ages 2;6 and 9;11.
Article in American journal of speech-language pathology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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Who cites it
1 citing paper in PubMed.
- Examining Factors That Impact Speech Acceptability and Intelligibility in 4- to 7-Year-Old Children With Cleft Palate.The Cleft palate-craniofacial journal : official publication of the American Cleft Palate-Craniofacial Association · 2026Article
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4 authors.
Funding
Abstract
purposeThe goal of the present study was to quantify the relationship between Intelligibility in Context Scale (ICS) scores and transcription intelligibility scores of typically developing English-speaking children when the confounding effects of age were controlled.
methodFive hundred forty-five typically developing children aged 2;6 to 9;11 (years;months) participated in the study. Parents of each child participant completed the ICS. Naïve listeners orthographically transcribed speech samples from child participants. To control the effect of age, we computed Spearman correlation values between the transcription intelligibility scores and ICS scores stratified by age bands. To estimate the relationship between the transcription intelligibility score and ICS scores across age while controlling the effect of age, we averaged Spearman correlation values across age bands.
resultsSpearman correlations between ICS scores (as composite scores or as individual ICS item scores) and transcription intelligibility scores were generally negligible to low, indicating a weak relationship.
conclusionsICS and transcription intelligibility are complementary measures in giving a holistic picture of how well a child is understood, in shaping an individualized interventional plan and in monitoring progress. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.29856173.
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