The effect of audiovisual speech training on the phonological skills of children with specific language impairment (SLI)

We developed a computerized audiovisual training programme for school-aged children with specific language impairment (SLI) to improve their phonological skills. The programme included various tasks requiring phonological decisions. Spoken words, pictures, letters and written syllables were used as training material. Spoken words were presented either as audiovisual speech (together with the talking face), or as auditory speech (voice alone). Two groups (10 children/group) trained for six weeks, five days per week: the audiovisual group trained with audiovisual speech, and the other group received analogically the same training but with auditory speech. Before and after training, language skills and other cognitive skills were assessed. The audiovisual group improved in a non-word-repetition test. Such improvement was not observed with auditory training. This result suggests that audiovisual speech may be helpful in the rehabilitation of children with SLI.