Examining the Measurement of Speech Recognition Threshold Using Digit Pairs and Pediatric Words in Children With Language Disorder and Children With English as an Additional Language

PURPOSE: Paired digit stimuli can effectively measure speech recognition threshold (SRT) in typically developing English-speaking children and in adults who are learning English as an additional language (EAL). We evaluated paired digits (digit SRT [D-SRT]) and pediatric words (word SRT [W-SRT]) for determining SRT in children with EAL backgrounds and children with language disorders (LDs) compared to a control group of typically developing, monolingual English-speaking children. SRT efficacy was assessed by comparison to pure-tone average (PTA) thresholds. METHOD: = 74) were normal-hearing children, with a mean age of 7 years, in three groups. Sixteen children had LD; 21 were from EAL backgrounds; and 37 were age- and gender-matched, typically developing, monolingual English-speaking peers. Experimental sessions included the audiometric protocol and speech-language assessments. RESULTS: There were no statistically significant group differences for PTA and W-SRT thresholds; however, mean D-SRT was significantly higher (poorer) in children with LD compared to the EAL and control groups. For EAL children, D-SRT was correlated with PTA and W-SRT with excellent predictive value. D-SRT reliably measured the hearing threshold for speech in EAL and typically developing, monolingual English-speaking children; however, for children with LD, PTA and W-SRT revealed the strongest correlation. CONCLUSIONS: Digit pairs were effective in measuring SRT in both EAL and typically developing, monolingual English-speaking children. D-SRT, therefore, can fill a need for audiologists serving children with limited English familiarity. In children with LD, however, popular pediatric word stimuli produced a closer match to PTA than digit pairs, highlighting the predictive nature of popular pediatric words for English speakers.