alexa Voice and oral communication analysis of preparatory school teachers


Journal of Speech Pathology & Therapy

Author(s): Mara Behlau

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PURPOSE: To carry out a self-evaluation with preparatory school teachers regarding vocal aspects, as well as to analyze characteristics of voice, speech and corporal resources used during classes. METHODS: Forty male teachers from a preparatory school were selected for this study. They were assessed in their workplace using two questionnaires. The first questionnaire regarded the workplace and vocal self-evaluation, and the second concerned visual and auditory-perceptual assessment of corporal parameters. The visual and auditory-perceptual assessment was carried out by the examiner during regular 60-minute classes. The parameters analyzed were divided into voice and speech aspects. The parameters that regarded corporal resources analysis were scored on an analogical scale graduated from 0 to 10, where the far left (0) referred to inadequacy, and the far right (10), to complete adequacy. RESULTS: Most teachers (77.5%) used microphone during classes and reported vocal signs and symptoms, among which the most cited were: voice failures, hoarseness, speech effort, throat dryness and accumulation of mucus in the throat. Auditory-perceptual analysis showed that teachers had slightly altered vocal quality, being 35% characterized as hoarse. Speech and corporal resources were used adequately most of the time. CONCLUSION: Prep-school teachers showed high incidence of vocal symptoms even when using microphone. They used of several corporal resources in order to enhance learning, and use of gestures, directed eye contact, and verbal interaction with students were the most used strategies during classes.

This article was published in Revista da Sociedade Brasileira de Fonoaudiologia and referenced in Journal of Speech Pathology & Therapy

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