Document Type : Systematic Reviews

Author

Department of Speech Therapy, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran.

10.30476/jrsr.2022.93971.1255

Abstract

Background 
Speech recognition is a significant component of speech perception assessment as a main clinical target in children with hearing disorders. So, this article presents a systematic review designed to provide clinical and research guideline for the speech recognition assessment in Persian-speaking children with and without hearing disorders.
Methods
A systematic search was conducted to determine the research evidence dedicated to the assessment of speech recognition in Persian-speaking children with and without hearing disorders. Therefore, peer-reviewed journal articles published between 1982 and December 2021 were identified using the following electronic databases: PubMed, Scopus, MEDLINE, Web of Science,Magiran, IranMedex, Scientific Information Database (SID), and Google Scholar. The included papers were analyzed according to different variables including: test age, vocabulary competency, cognitive demands, response format, presentation mode, stimulus format,stimulus variability, stimulusmode, and test condition.
Results
The review identified four papers related to the development of five assessment tools to measure speech recognition in Persian-speaking children including: Persian Monosyllabic Lexical Neighborhood Tests (PMLNTs), Persian Disyllabic Lexical Neighborhood Tests (PDLNTs), Persian version of the words-in-noise (WIN), Tavana(test for evaluating auditory skills), and closed-set speech recognition test for Persian speaking children. The properties and the limitations of each test were considered in this review article.
Conclusion
According to this systematic review, there are just four speech recognition assessment tools to measure specifically spoken word recognition in Persian-speaking children. The results of this review article can be used as a clinical and research guideline for the speech recognition assessment in Persian-speaking children with hearing disorders.

Keywords