another word for speech defect

• Rhymes with Speech-defect

noun. ['ˈspiːtʃ'] the act of delivering a formal spoken communication to an audience.

• oral presentation
• inaugural address
• speechmaking
• introduction
• public speaking
• public lecture
• unrestrained
• speche (Middle English (1100-1500))
• spæc (Old English (ca. 450-1100))

Rhymes with Speech Defect

• teleconnect
• overprotect
• interconnect

noun. ['ˈspiːtʃ'] (language) communication by word of mouth.

• speech communication
• spoken communication
• voice communication
• spoken language
• oral communication
• magic spell
• auditory communication
• non-standard speech
• give-and-take
• pronunciation
• conversation
• magical spell
• communicative

noun. ['ˈspiːtʃ'] something spoken.

• vocalization

noun. ['ˈdiːfɛkt, dɪˈfɛkt'] an imperfection in a bodily system.

• congenital disorder
• congenital anomaly
• imperfectness
• imperfection
• birth defect
• congenital abnormality
• disappearance
• nonattendance
• defaicte (Middle English (1100-1500))
• defectus (Latin)

noun. ['ˈdiːfɛkt, dɪˈfɛkt'] a failing or deficiency.

• disadvantage
• hairlessness

noun. ['ˈdiːfɛkt, dɪˈfɛkt'] an imperfection in an object or machine.

• hypopigmentation

noun. ['ˈdiːfɛkt, dɪˈfɛkt'] a mark or flaw that spoils the appearance of something (especially on a person's body).

• chatter mark
• visual aspect

noun. ['ˈspiːtʃ'] a lengthy rebuke.

• curtain lecture
• reprehension
• monetization

noun. ['ˈspiːtʃ'] the exchange of spoken words.

• speech production

noun. ['ˈspiːtʃ'] your characteristic style or manner of expressing yourself orally.

• tone of voice
• paralanguage
• paralinguistic communication
• expressive style
• manner of speaking

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What is another word for defect of speech ?

What are the hypernyms for Defect of speech?

Hypernyms for defect of speech (as nouns).

• state dysphonia , anarthria , aphonia , dyslogia , voicelessness , lallation , lambdacism , cataphasia , dysarthria , lisp , stammer , stutter.

What are the hyponyms for Defect of speech?

Hyponyms for defect of speech (as nouns).

• state upset , disorder .

Related words & questions

Related words: speech defect, speech impediment, communication disorder, stuttering, nonverbal impairment, nonverbal communication disorder

Related questions:

• What is a speech defect?
• What is a speech impediment?
• What is the speech disorder called?
• How do speech disorders affect communication?

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Nearby words.

• defecation reflex
• Defect of speech
• Defectibility
• DEFECT OF SPEECH synonyms at Thesaurus.com
• DEFECT OF SPEECH synonyms and antonyms - Merriam-Webster dictionary
• Powerthesaurus.org - DEFECT OF SPEECH synonyms
• Collins Dictionary - synonyms of DEFECT OF SPEECH
• YourDictionary - another words for DEFECT OF SPEECH

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SPEECH DEFECT Crossword clue

Crossword answers for speech defect, top answers for: speech defect, top answers for speech defect crossword clue from newspapers, definition of speech defect.

• a disorder of oral speech

SPEECH DEFECT Crossword puzzle solutions

3 Solutions - 1 Top suggestions & 2 further suggestions. We have 3 solutions for the frequently searched for crossword lexicon term SPEECH DEFECT. Furthermore and additionally we have 2 Further solutions for this paraphrase.

For the puzzel question SPEECH DEFECT we have solutions for the following word lenghts 4, 7 & 10.

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Frequently asked questions for Speech defect:

What is the best solution to the riddle speech defect.

Solution LISP is our most searched for solution by our visitors. Solution LISP is 4 letters long. We have 0 further solutions of the same word length.

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We have 3 solutions to the crossword puzzle SPEECH DEFECT. The longest solution is IMPEDIMENT with 10 letters and the shortest solution is LISP with 4 letters.

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The lenght of the solutions is between 4 and 10 letters. In total we have solutions for 3 word lengths.

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Synonyms and antonyms of defect in English

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have your hands full

to be so busy that you do not have time to do anything else

Binding, nailing, and gluing: talking about fastening things together

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noun as in blemish, imperfection

Strongest matches

• irregularity
• shortcoming

Strong matches

• discoloration
• unsoundness

Weak matches

verb as in break from belief, faith

• tergiversate
• break faith
• change sides
• fall away from
• go over the fence
• take a walk
• walk out on

Discover More

Example sentences.

It then spent another five working out the right composition and manufacturing process to prevent defects and dendrites.

Under the law, defects or recalls that affect vehicle emissions equipment have to be reported to the Environmental Protection Agency.

Toyota settled a lengthy Justice Department civil probe into its delayed filing of emissions-related defect reports for $180 million, the government said Thursday.

On new windows, manufacturers offer warranties against cloudiness and other defects that stretch for many years, so it might be worth digging out the paperwork for your windows, if you still have it.

She has made a name for herself internationally with her work on reproductive defects.

These big paydays have incentivized a record number of Cuban players to defect.

Preliminary results performed by Italian authorities “have not detected any manufacturing defect,” she added.

I think we are empowering refugees and there will be many more people like me who defect.

After clashing with coach Victor Tikhonov, a KGB-installed tyrant, he chose to challenge the government and defect to the NHL.

When Michele Bachmann claimed in 2011 that a supporter had been bribed to defect to Ron Paul, observers rolled their eyes.

In spite of this acknowledged defect, many of the best players in this country regard it as a legitimate and helpful device.

I supply Ne lak (defect) in hem, to make some sense; the F. text does not help here.

A note that is payable on a contingency is not negotiable, and the happening of the event does not cure the defect.

Even then, if the buyer has examined the goods and has discovered a defect, there is no warranty.

This reading means—'I knew in her no other defect'; which, as no defect has been mentioned, seems inconsistent.

Related Words

Words related to defect are not direct synonyms, but are associated with the word defect . Browse related words to learn more about word associations.

noun as in vulnerable point

• chink in the armor
• damaging weakness
• heel of Achilles
• susceptibility
• tender spot
• vulnerability

noun as in flaw

• beauty spot
• blot on the landscape
• disfigurement
• imperfection

noun as in sightlessness

noun as in mark; flaw

noun as in computer glitch

• computer malfunction
• something wrong

Viewing 5 / 68 related words

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On this page you'll find 188 synonyms, antonyms, and words related to defect, such as: bug, crack, deficiency, deformity, error, and fault.

From Roget's 21st Century Thesaurus, Third Edition Copyright © 2013 by the Philip Lief Group.

Defect of speech synonyms

What is another word for defect of speech .

• speech defect
• speech disorder

Synonyms of defect

• as in to emigrate
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Thesaurus Definition of defect

 (Entry 1 of 2)

Synonyms & Similar Words

• irregularity
• imperfection
• disfigurement
• abnormality
• excrescence
• malformation
• excrescency

Antonyms & Near Antonyms

• enhancement
• embellishment

Thesaurus Definition of defect  (Entry 2 of 2)

• peregrinate
• road - trip
• knock (about)
• perambulate

Phrases Containing defect

• defect (from)

Articles Related to defect

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Thesaurus Entries Near defect

Cite this entry.

“Defect.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/defect. Accessed 17 Apr. 2024.

More from Merriam-Webster on defect

Nglish: Translation of defect for Spanish Speakers

Britannica English: Translation of defect for Arabic Speakers

Britannica.com: Encyclopedia article about defect

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“Children’s Attitudes Toward Peers With Unintelligible Speech Associated With Cleft Lip and/or Palate” (2017), by Alice Lee, Fiona E. Gibbon, and Kimberley Spivey

In May 2017, Alice Lee, Fiona E. Gibbon, and Kimberley Spivey published “Children’s Attitudes Toward Peers With Unintelligible Speech Associated With Cleft Lip and/or Palate,” hereafter “Children’s Attitudes,” in The Cleft Palate Craniofacial Journal . About one in every 1600 babies in the US is born with both cleft lip and cleft palate , which are birth defects that can also occur independently. Those birth defects occur when the lip or roof of the mouth, also called the palate, do not fully develop during pregnancy. The condition often results in speech difficulties, even after children undergo surgery to repair their cleft palate. “Children’s Attitudes” was one of the first articles investigating how different age groups of children judged their peers with speech difficulties who had undergone a cleft palate repair surgery. The authors found that peers’ attitudes towards speech problems tended to be negative. “Children’s Attitudes” concludes that judgment from peers can negatively affect children with speech difficulties and argues that increased public awareness of speech difficulties may reduce barriers that children with those difficulties face.

Cleft lip and cleft palate are birth defects that can be present individually as a cleft lip or a cleft palate, or together as a cleft lip and palate. A cleft can be unilateral, which is when a cleft occurs on one side of the mouth, or bilateral, which is when clefts occur on both sides of the mouth. Children born with clefts can have problems related to eating, speaking, hearing, and breathing. People with cleft lip and palate may receive dental care, speech therapy, or surgery. Physicians call the surgical procedure to repair cleft lip cheiloplasty and the procedure to repair cleft palate palatoplasty. The goal of the cheiloplasty is to close up the cleft present on the lip or upper lip, while a palatoplasty aims to close up the cleft present on the palate. Those procedures can help the patient develop normal speech, but speech difficulties may continue after the surgery.

The authors of “Children’s Attitudes” all had experience working in speech and language therapy at some point in their lives. Lee worked as the editor of the Journal of Clinical Speech and Language Studies from 2010 to 2019. As of 2023, Lee is a lecturer in Speech and Hearing Sciences at University College Cork, or UCC, in Cork, Ireland, and works as the Section Editor for The Cleft Palate-Craniofacial Journal . She also works as a speech and language therapist and is a member of various speech disorder groups such as The Child Speech Disorder Research Network. Lee has conducted research and published studies on speech disorders in individuals who are lacking typical facial structure and who have disabilities in their nervous system. Gibbon’s research focuses on new developments to improve diagnosis and treatments for children with speech disorders or impairments. Gibbon served as the Head of Department at UCC from 2009 until she retired in 2016. As of 2023, the Department of Speech and Hearing Sciences recognizes her as Emeritus Professor. At the time when “Children’s Attitudes” was published, Spivey worked as a speech and language therapist in Auckland, New Zealand.

“Children’s Attitudes” references many previous studies on listeners’ attitudes toward individuals with communication disorders, with most previous research focusing on adult listeners’ judgments. Lee and colleagues reference one study published in 2007 by Megan Overby, Thomas Carrell, and John Bernthal that analyzed the perceptions of teachers on the competence of students with intelligible speech in comparison to students with unintelligible speech. The study found that the teachers associated children who have intelligible speech with more positive perceptions of academic, social, and behavioral competence, while it was more likely for teachers to expect children with unintelligible speech to struggle academically, socially, and behaviorally. Another study they reference from 2008 found that adult participants had more favorable social perceptions of normal speech compared to disordered speech. The authors of “Children’s Attitudes” use those and other similar studies as evidence that listeners tend to form negative attitudes and judgements towards others based purely on their different speech characteristics. However, those studies primarily investigated attitude formation in adults. Lee and colleagues recognize a knowledge gap about peer attitudes towards children with reduced speech intelligibility from cleft palate, which led them to further study that topic.

“Children’s Attitudes” is divided into five main sections. The authors begin with an untitled introduction referencing some previous studies that investigated how individuals with speech disorders, specifically due to abnormalities of the bones in the head or face, experience negative judgments and attitudes from society and through interactions with peers during their everyday lives. The second section, “Method,” describes the study’s participants, which included ninety typically developed children of three different age groups and twenty adults who made judgements on recorded speech samples the authors provided. The authors acquired speech samples from two typically developing children, and eight children with repaired cleft palate. In the third section, “Measures,” the researchers convey that they calculated intelligibility of the ten speech samples based on the twenty adults’ ability to understand them, and used a three-point scale with positive and negative adjectives to calculate how children judged the speaker in each sample. In the fourth section, “Results,” the authors describe that the child participants are more likely to associate certain negative traits to children with what they called unintelligible speech. The authors also describe that there were differences between how the three age groups rated some of the social and personal attributes of the children in the speech samples. In the final section called “Discussion,” the authors discuss that lower speech intelligibility is related to certain negative stereotypes and call for future research and increasing awareness of communication difficulties.

In the untitled introduction, the authors discuss the context surrounding their research on children’s attitudes toward unintelligible speech and the previous studies on judgments and stereotypes toward people with communication disorders. The authors emphasize how many previous research articles have found that people negatively associate certain traits or beliefs towards those with speech difficulties. The authors of “Children’s Attitudes” argue that it is important to the study peer attitudes of children with repaired cleft palate since they and their typically developing peers have frequent interactions. To emphasize that, the authors cite the World Health Organization and the International Classification of Functioning, Disability, and Health, which explain that one of the most important environmental factors that influences the social functioning of a person with speech difficulties are peer attitudes. Due to the demonstrated importance of peer attitudes toward those with speech issues, the authors investigated the relationship between speech intelligibility and peer judgement, and if the judgements differ by age.

The “Method” section of the article provides details on how the researchers found the participants for the study. In the beginning of the “Method” section, the researchers describe the participants in their study. In total, they gathered ninety typically developing students who were from three different primary schools in Cork City, Ireland. They divided those children into three age groups, each with thirty children. The age groups ranged from seven to eight years old, nine to ten years old, and eleven to twelve years old. The researchers also recruited twenty adult participants, ten men and ten women, who ranged from nineteen to forty years of age with various occupations. The researchers picked adults and children who did not have any prior or current hearing, speech, or language difficulties. They also made sure the subjects had no learning disabilities and were native English speakers.

The “Method” section goes on to describe that the researchers acquired speech samples from a previous project that involved typically developing children and children that had cleft palate repair. The researchers got the speech samples from a research project that Lee worked on in 2007, where Lee collected speech samples from ten children by instructing them to read sentences aloud. Of those ten speech samples, two were of typically developed children and the other eight were of children with repaired cleft palates. The eight children with repaired cleft palates received care from Glasgow Dental Hospital in Glasgow, Scotland, and continued having speech difficulties. Each child involved previously recorded ten sentences, and from those ten the researchers selected three for each, to use in “Children’s Attitudes.”

In third section, “Measures,” the researcher explain how they measured the intelligibility of each speech sample based on the adult’s ability to understand the speaker. The twenty adult participants in “Children’s Attitudes” listened to the samples and wrote down the words they understood each speaker say. Based on the percentage of words the adult listeners correctly transcribed, the authors determined a speech intelligibility score, which they indicated with a percentage. Using the adults’ transcriptions, the researchers calculated the speech intelligibility score of the two children with typical development as ninety-nine percent, while the eight children with cleft palate repair had a score that ranged from thirty-three to eighty-five percent of the time. 

After calculating the intelligibility score of each speech sample, the authors describe that they gave the ninety participating children the speech samples to listen to, which the participants then rated according to a scale the authors designed. The authors came up with eight different sets of child-friendly adjectives that were opposite each other, known as bipolar adjective pairs, to make into a rating scale. For each bipolar adjective pair, the researchers made them into a three-point scale where the child participants rated whether they thought the speaker in the speech sample was positive, neutral, or negative in relation to each adjective pair. For example, if a child participant was given the naughty-good adjective pair, the participant would rate whether they thought the speaker in the speech sample was naughty, the negative attribute, good, the positive attribute, or say they were unsure, which the authors rated as neutral. To measure the participant’s attitude towards the speaker, the authors assigned an attitude score of one to negative, two to neutral, and three to positive. The ninety child participants individually listened to three sentences from the ten speakers in a quiet room at their school. They then made judgements on the scale using the adjective pairs on what they thought the speakers from the speech samples looked and acted like. The researchers then collected the numerical scores and calculated the mean for each adjective pair for each of the speakers. They also performed statistical analysis to find how strongly correlated the mean speech intelligibility score was to the peer ratings made by the different age groups.

In “Results,” the authors describe that they found different age groups of children strongly associated the sick-healthy, no friends-friends, and ugly-good looking attributes with speech intelligibility. The authors found that different age groups only associated some of the traits in the bipolar adjective pairs with speech intelligibility to a statically significant degree. The authors found that children aged seven to eight years strongly associated the voices of children with speech difficulties with being sicker, while they associated the voices of typically developing children as being healthier. In children aged nine to ten years, the authors found that they most significantly associated low speech intelligibility with having no friends, and intelligible speech with having friends. The authors found that the eleven-to-twelve-year age group associated speech difficulties with the traits of being ugly and having no friends, while they were more likely to associate a typically developed voice as being better looking and having more friends. Across the three age groups, the authors found the most significant difference in attribute ratings for the traits measuring whether the voice was mean-kind, and shy-outgoing. However, there was no significant difference in ratings for the two groups of older children, those beings the nine-to-ten and eleven-to-twelve-year groups.

In the “Discussion” section, the authors reiterated their intent to investigate the attitudes of typically developing children toward their peers with a speech impairment after cleft palate repair, how their work aligns with previous research, and how age played a factor in judgment ratings. They found that those with speech difficulties were associated with being less healthy, not as good looking, and having little to no friends. Lee and colleagues found results in line with previous research articles that reported that children and individuals with speech disorders or difficulties had lowered social acceptance and others perceived them negatively. Furthermore, “Children’s Attitudes” demonstrated mixed results regarding the age effect on social acceptance ratings, which was similar to previous research. The authors explain that there may be other factors playing into that, such as how they measured peer judgements. They further justify the mixed results since research has previously shown that after a child reaches eight years, they view the social world differently than younger children, clarifying why there might be a difference in social acceptance ratings between the younger and older age groups.   

Continuing in the “Discussion” section, the authors relay the importance of raising awareness against negatively stereotyping those with communication disorders. According to the authors, when listeners negatively stereotype individuals with communicative difficulties, it places the individuals at a disadvantage that can impact their social functioning within society and among peers. They argue that their results emphasize the need for increased public awareness. The authors discussed a classroom-based program that Marilyn Langevin, who researched speech disorders in Edmonton, Canada, developed in 2000 to promote positive attitudes towards peers with speech disorders. The program aimed to help children develop positive attitudes toward their peers with speech difficulties using videos, lessons, and activities. Langevin reported that the children who took part in the program had improved attitudes towards their peers with speech disorders. Lee and colleagues argue that programs like those could be developed for children with unintelligible speech associated with cleft palate and other craniofacial anomalies to reduce the barriers they face.

Finally, in the “Discussion” section, the authors relay that their study had strengths and limits regarding its design and measurement methods. The strengths that the researchers noted included having a large sample size of children and the attribute rating method they implemented had already been tested. The authors further discuss that measuring speech intelligibility accurately was difficult because when speech intelligibility is poor, there are inconsistent ratings of intelligibility between listeners. Lee and colleagues also explain that including more social and personal attributes, and a larger point scale would be more useful for analysis. Finally, a limitation the researchers highlighted was that they measured intelligibility only through adults instead of children. They express that finding a reliable way to measure intelligibility through children would be an important addition to future research.

As of 2023, “Children’s Attitudes” has primarily been cited in further research investigations on the relationship between individuals with speech difficulties and their quality of life. In 2019, Jill Nyberg, a researcher from Stockholm, Sweden, and colleagues, published “‘She Sounds Like a Small Child or Perhaps She has Problems’ – Peers’ Descriptions of Speech in 7-Year-Olds Born With Cleft Palate,” hereafter “Peers’ Descriptions of Speech,” to examine how seven-year-old children describe cleft palate speech. “Peers’ Descriptions of Speech” cited Lee and colleagues when recognizing the societal importance of negatively stereotyping communication disorders because of the possible disadvantages that can cause. Those disadvantages include psychological, educational, and employment disadvantages they cause. “Children’s Attitudes” was also cited in “Peer Attitude Toward Children with Cleft (Lip and) Palate Related to Speech Intelligibility, Hypernasality and Articulation,” which Kim Bettens and colleagues published in 2020 to provide additional evidence that children with speech disorders due to cleft lip and palate experience negative attitudes.

“Children’s Attitudes” shows how children with cleft palate and communicative difficulties are negatively stereotyped, highlighting the need for public awareness, but there are many other areas of support that children with clefts and their families need. There are various organizations such as Smile Train and Operation Smile that work towards improving the quality of life for children with cleft lip and palate. Smile Train , a non-profit organization dedicated to helping children with clefts around the world, developed a free app for children with clefts to practice speaking in an interactive way to improve their speech and allow them to become more comfortable speaking. Operation Smile is another organization that is committed to providing treatment and improving care for children with cleft conditions. “HablemOS” is a speech therapy program developed by Operation Smile to increase the number of qualified speech therapists across Latin America. As Lee and colleagues found, children face negative stereotypes from their peers even after cleft palate repair surgery, which is why speech therapy programs such as HablemOS are important for children both before and after surgery.

“Children’s Attitudes” studied the attitudes toward children with unintelligible speech due to cleft palate, how those attitudes differ among age groups, and the effects those attitudes can have on social-cognitive skills. The authors demonstrated the importance of encouraging positive attitudes towards children with speech impairments and raising public awareness for individuals with communicative difficulties.

• Allard, Emily R., and Dale F. Williams. “Listeners’ Perceptions of Speech and Language Disorders.”  Journal of Communication Disorders 41 (2008): 108­­–23.
• American Society of Plastic Surgeons. “Cleft Lip and Cleft Palate Repair.” Connect by American Society of Plastic Surgeons. https://www.plasticsurgery.org/reconstructive-procedures/cleft-lip-and-cleft-palate-repair (Accessed May 17, 2023).
• Bettens, Kim, Cassandra Alighieri, Laura Bruneel, Lara De Meulemeester, Kristiane Van Lierde.  “Peer Attitudes Toward Children with Cleft (Lip and) Palate Related to Speech Intelligibility, Hypernasality and Articulation.” Journal of Communication Disorders 85 (2020): 1– 11.  
• Centers for Disease Control and Prevention. “Facts About Cleft Lip and Cleft Palate ” . Centers for Disease Control and Prevention. Last Modified December 16, 2022.  https://www.cdc.gov/ncbddd/birthdefects/cleftlip.html (Accessed May 17, 2023).
• Children’s Minnesota . “ Speech Development Related to Cleft Palate.” Children's Minnesota. https://www.childrensmn.org/references/pfs/rehabpublic/cleft-palate-speech-development.pdf (Accessed May 17, 2023).
• Cleft Lip and Palate Association. “Speech.” CLAPA, Cleft Lip and Palate Association. https://www.clapa.com/treatment/adults/speech/ (Accessed May 17, 2023).
• Danelz, Ani.  “Speech-Language Therapy for Children with Cleft Palate.” Nemours, KidsHealth. Last Modified March 2019.  https://kidshealth.org/en/parents/speech-therapy-cleft-palate.html (Accessed May 17, 2023).
• Langevin, Marilyn. “Teasing and Bullying (TAB).” University of Alberta, Institute for Stuttering Treatment and Research. https://www.ualberta.ca/stuttering-speech-therapy/programs-treatment/treatment-options/teasing-bullying.html (Accessed May 17, 2023).
• Lee, Alice, Fiona E. Gibbon, Lisa Crampin, Ivan Yeun, and Grant McLennan. “The National CLEFTNET Project for Individuals with Speech Disorders Associated with Cleft Palate.” Advances in Speech Language Pathology  9 (2007): 57–64.
• Lee, Alice, Fiona E. Gibbon, and Kimberly Spivey. “Children’s Attitudes Toward Peers With Unintelligible Speech Associated With Cleft Lip and/or Palate.” The Cleft Palate Craniofacial Journal 54 (2017): 262–68.
• Mayo Clinic Staff. “ Cleft Lip and Cleft Palate .” Mayo Clinic. September 15, 2022. https://www.mayoclinic.org/diseases-conditions/cleft-palate/symptoms-causes/syc-20370985 (Accessed May 17, 2023).
• Nagarajan, Roopa, V.H. Savitha, and B. Subramaniyan. “Communication Disorders in Individuals with Cleft Lip and Palate: An Overview.” Indian Journal of Plastic Surgery  42 (2009): S137–43. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2825064  /  Accessed May 17, 2023).  
• Nyberg, Jill, Emilie Hagberg, Christina Havstam. “’She Sounds Like a Small Child or Perhaps She has Problems’—Peers' Descriptions of Speech in 7-Year-Olds Born with Cleft Palate.” The Cleft Palate-Craniofacial Journal 57 (2019): 707–14.
• Operation Smile. “Let's Talk: Speech Therapy Program ‘HablemOS’ Helps Thousands Across Latin America.” Operation Smile. https://www.operationsmile.org/story/lets-talk (Accessed May 17, 2023).
• Overby, Megan, Thomas Carrell, John Bernthal. “Teachers' Perceptions of Students with Speech Sound Disorders: A Quantitative and Qualitative Analysis.”  Language, Speech, and Hearing Services in Schools 38 (2007): 327–41.
• Smile Train. “Speech Services.” Smile Train .  https://www.smiletrain.org/patients-families/speech-services (Accessed May 17, 2023).
• University College Cork. “Research Profile: Alice Lee ” UCC, Department of Speech and Hearing Sciences Eolaíochtaí Urlabhra agus Éisteachta. http://publish.ucc.ie/researchprofiles/C025/alee  (Accessed May 17, 2023).
• University College Cork. “Research Profile: Fiona Gibbon.” UCC, Department of Speech and Hearing Sciences Eolaíochtaí Urlabhra agus Éisteachta. http://publish.ucc.ie/researchprofiles/C025/fgibbon (Accessed May 17, 2023).

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