Albayzín 2010: a Spanish text to speech evaluation

2011 ◽  
Author(s):  
Francisco Campillo ◽  
Francisco Méndez ◽  
Montserrat Arza ◽  
Laura Docío ◽  
Antonio Bonafonte ◽  
...  
Keyword(s):  
Spanish Text ◽  
Text To Speech ◽  
Speech Evaluation

scholarly journals Selection of the most significant parameters for duration modelling in a Spanish text-to-speech system using neural networks

2002 ◽  
Vol 16 (2) ◽  
pp. 183-203 ◽  
Author(s):  
Ricardo Córdoba ◽  
Juan M. Montero ◽  
Juana M. Gutiérrez ◽  
José A. Vallejo ◽  
Emilia Enriquez ◽  
...  
Keyword(s):  
Spanish Text ◽  
Neural Networks ◽  
Text To Speech ◽  
Selection Of

Emilia: a speech corpus for Argentine Spanish text to speech synthesis

2019 ◽  
Vol 53 (3) ◽  
pp. 419-447
Author(s):  
Humberto M. Torres ◽  
Jorge A. Gurlekian ◽  
Diego A. Evin ◽  
Christian G. Cossio Mercado
Keyword(s):  
Spanish Text ◽  
Speech Synthesis ◽  
Text To Speech ◽  
Speech Corpus ◽  
Argentine Spanish ◽  
Text To Speech Synthesis

Final Consonant Deletion in African American Children Speaking Black English

1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran
Keyword(s):  
African American ◽  
Black English ◽  
African American Children ◽  
Vowel Length ◽  
Minimal Pairs ◽  
Speech Evaluation ◽  
American Children

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.

A Review of 21 iPad Applications for Augmentative and Alternative Communication Purposes

2012 ◽  
Vol 21 (2) ◽  
pp. 60-71 ◽  
Author(s):  
Ashley Alliano ◽  
Kimberly Herriger ◽  
Anthony D. Koutsoftas ◽  
Theresa E. Bartolotta
Keyword(s):  
Augmentative And Alternative Communication ◽  
Cost Effective ◽  
Alternative Form ◽  
Alternative Communication ◽  
Text To Speech ◽  
Reference Guide ◽  
Expressive Communication ◽  
Communication Needs ◽  
User Friendly ◽  
Ipad Applications

Abstract Using the iPad tablet for Augmentative and Alternative Communication (AAC) purposes can facilitate many communicative needs, is cost-effective, and is socially acceptable. Many individuals with communication difficulties can use iPad applications (apps) to augment communication, provide an alternative form of communication, or target receptive and expressive language goals. In this paper, we will review a collection of iPad apps that can be used to address a variety of receptive and expressive communication needs. Based on recommendations from Gosnell, Costello, and Shane (2011), we describe the features of 21 apps that can serve as a reference guide for speech-language pathologists. We systematically identified 21 apps that use symbols only, symbols and text-to-speech, and text-to-speech only. We provide descriptions of the purpose of each app, along with the following feature descriptions: speech settings, representation, display, feedback features, rate enhancement, access, motor competencies, and cost. In this review, we describe these apps and how individuals with complex communication needs can use them for a variety of communication purposes and to target a variety of treatment goals. We present information in a user-friendly table format that clinicians can use as a reference guide.

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