Additional Data on S/Z Ratios in Kindergarten Children Sorensen and Parker (1992)  addressed the lack of procedural consistency across studies using maximum phonation time for /s/ and /z/ to calculate the s/z ratio. In addition, they stressed the need for a large data base regarding these measures. Indeed, the literature is not consistent about the sensitivity and ... Letter to the Editor
Letter to the Editor  |   July 01, 1993
Additional Data on S/Z Ratios in Kindergarten Children
 
Author Affiliations & Notes
  • Peter B. Mueller
    Kent State University, OH
  • George W. Larson
    University of North Texas, Denton
  • Patricia A. Summers
    University of North Texas, Denton
Article Information
Speech, Voice & Prosodic Disorders / Voice Disorders / Speech, Voice & Prosody / Letters to the Editor
Letter to the Editor   |   July 01, 1993
Additional Data on S/Z Ratios in Kindergarten Children
Language, Speech, and Hearing Services in Schools, July 1993, Vol. 24, 177-178. doi:10.1044/0161-1461.2403.177
History: Received April 23, 1992 , Accepted November 23, 1992
 
Language, Speech, and Hearing Services in Schools, July 1993, Vol. 24, 177-178. doi:10.1044/0161-1461.2403.177
History: Received April 23, 1992; Accepted November 23, 1992
Sorensen and Parker (1992)  addressed the lack of procedural consistency across studies using maximum phonation time for /s/ and /z/ to calculate the s/z ratio. In addition, they stressed the need for a large data base regarding these measures. Indeed, the literature is not consistent about the sensitivity and value of the s/z ratio as a clinical voice evaluation tool, which may be partially related to a lack of procedural uniformity in obtaining this measure. The importance of standard and detailed instructions was emphasized in Sorensen and Parker’s study, and their results essentially support the utilization of the s/z ratio as a screening measure of dysphonia and as an indicator of laryngeal integrity.
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