Protocol - Phonological Awareness
Syllable Repetition Task (SRT) is an 18-item task to assess the ability to repeat nonwords. Administrator presses the down arrow key to progress through the test stimuli in PowerPoint. Each test item (nonword) will appear on the PC screen in the order on the SRT Scoring Form. The screen should not be visible to the respondent, as the task is purely an auditory one. Every time the recording says a nonword, the respondent is to attempt to say the nonword.
The PowerPoint file, including the audio stimuli, can be freely downloaded from the Phonology Project website at: http://www2.waisman.wisc.edu/phonology/pubs-tech.html (See the PowerPoint slides under Reference #14)
Summary of the Syllable Repetition Task (SRT)
The Syllable Repetition Task (SRT) assesses a speaker’s ability to repeat nonwords using an 18-item imitation task. The only speech sounds in the SRT nonwords are the vowel /a/ and four voiced consonants /b/, /d/, /m/, and /n/.
1. Provide the following instructions to the participant, repeating as necessary to ensure comprehension. Provide an example (using the sample stimulus “baba”) if you think the participant may not readily understand the directions:
“You are going to say some silly words. Every time you hear the woman say a word, you try to copy her. Say the word exactly the way she says it.”
2. Press the down arrow key to progress through the test stimuli in PowerPoint. Each test item will appear on the PC screen in the order on the SRT Scoring Form.
3. If you need to repeat an item, press the up-arrow key and then the down arrow key. Replays of items are permitted only for the following reasons:
a) Overtalk or some other noise occurs during the stimulus, making it difficult for the participant to hear it, and/or during the response, making the item difficult to score live or from the recording.
b) The participant is inattentive during the presentation of the stimulus, requests a repeat of the stimulus, or doesn’t repeat the stimulus. In each of these 18 cases, allow one repeat, but say something like, “I’ll do that now, but I can’t repeat any more items, so just do the best you can.”
Completing the SRT Scoring Form
1. Use the SRT Scoring Form to score a participant’s responses either during administration of the task or later from the audio recording.
2. “Response” column: Circle each consonant that is incorrect.
3. “Transcription” column: Enter “NR” if there is no response to the stimulus. Enter a transcription of the entire response if any of the target consonants are incorrect, or if there are added sounds or syllables.
4. “No. of Consonants Correct” column: Enter a digit indicating the number of correctly repeated consonants. Then, compute and enter the syllable-level (i.e., SRT-2, SRT-3, and SRT-4) scores and the total SRT score using the formulas for each.
5. “No. of Additions” column: Enter a check mark for added sounds (see note on scoring form about added syllables).
Check the following website for additional information on scoring:
Personnel and Training Required
The Syllable Repetition Task (SRT) can be administered by trained research assistants. Examiners should have formal training in the ethical administration, scoring, and interpretation of clinical assessments. Additionally, investigators are encouraged to have quality control procedures in place to maintain consistency among examiners. Examiners should familiarize themselves with the correct pronunciation of each nonword to be able to detect errors.
Computer with external speakers, file or disk containing Syllable Repetition Task (SRT) stimuli, recording device and matching external microphone, and SRT Scoring Form.
|Specialized requirements for biospecimen collection||No|
|Average time of greater than 15 minutes in an unaffected individual||No|
Mode of Administration
Children and adolescents, ages 3–17 years
The Syllable Repetition Task (SRT) was selected because it is easy to administer and score. Scoring this test does not require familiarity with the International Phonetic Alphabet. Further, unlike other nonword repetition tasks, it contains only consonants that most children can say at very young ages; therefore, it is suitable for use with children who have speech disorders. Finally, because the stimuli vary in length (two, three, and four syllables), researchers can use this test to investigate the role of memory.
|caDSR Common Data Elements (CDE)||Speech Phonological Awareness Test Syllable Repetition Task Assessment Score Ê||6773769||CDE Browser|
Process and Review
The Expert Review Panel #7 (ERP 7) reviewed the measures in the Speech and Hearing domain.
Guidance from ERP 7 includes the following:
- Added a new measure
- New Data Dictionary
Protocol Name from Source
Syllable Repetition Task (SRT)
Shriberg, L. (2008). Syllable Repetition Task (SRT).
The Syllable Repetition Task (SRT) and the technical manuals can be freely downloaded here:
The SRT PowerPoint file is listed under 2008. The scoring sheet is in the 2008 Technical Report (p. 19), but the newer, revised norms are in the 2011 Technical Report.
Lab Website: http://www.waisman.wisc.edu/phonology
Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136–1146.
Shriberg, L. D., Lohmeier, H. L., Campbell, T. F., Dollaghan, C. A., Green, J. R., & Moore, C. A. (2009). A nonword repetition task for speakers with misarticulations: The Syllable Repetition Task (SRT). Journal of Speech, Language, and Hearing Research, 52, 1189–1212.
Shriberg, L. D., Lohmeier, H. L., Strand, E. A., & Jakielski, K. J. (2012). Encoding, memory, and transcoding deficits in childhood apraxia of speech. Clinical Linguistics & Phonetics, 26, 445–482.
|Variable Name||Variable ID||Variable Description||dbGaP Mapping|
|PX201901010101||Which consonant(s) did the participant more||N/A|
|PX201901010301||Which consonant(s) did the participant more||N/A|
|PX201901010601||Which consonant(s) did the participant more||N/A|
|PX201901010201||Which consonant(s) did the participant more||N/A|
|PX201901010801||Which consonant(s) did the participant more||N/A|
|PX201901010401||Which consonant(s) did the participant more||N/A|
|PX201901010501||Which consonant(s) did the participant more||N/A|
|PX201901010701||Which consonant(s) did the participant more||N/A|
|PX201901010104||Did the participant have added sounds to more||N/A|
|PX201901010304||Did the participant have added sounds to more||N/A|
|PX201901010604||Did the participant have added sounds to more||N/A|
|PX201901010204||Did the participant have added sounds to more||N/A|
|PX201901010804||Did the participant have added sounds to more||N/A|
|PX201901010404||Did the participant have added sounds to more||N/A|
|PX201901010504||Did the participant have added sounds to more||N/A|
|PX201901010704||Did the participant have added sounds to more||N/A|
|PX201901010103||What was the number of consonants the more||N/A|
|PX201901010303||What was the number of consonants the more||N/A|
|PX201901010603||What was the number of consonants the more||N/A|
|PX201901010203||What was the number of consonants the more||N/A|
|PX201901010803||What was the number of consonants the more||N/A|
|PX201901010403||What was the number of consonants the more||N/A|
|PX201901010503||What was the number of consonants the more||N/A|
|PX201901010703||What was the number of consonants the more||N/A|
|PX201901010102||What was the participants response?||N/A|
|PX201901010302||What was the participants response?||N/A|
|PX201901010602||What was the participants response?||N/A|
|PX201901010202||What was the participants response?||N/A|
|PX201901010802||What was the participants response?||N/A|
|PX201901010402||What was the participants response?||N/A|
|PX201901010502||What was the participants response?||N/A|
|PX201901010702||What was the participants response?||N/A|
|PX201901030101||Which consonant(s) did the participant more||N/A|
|PX201901030201||Which consonant(s) did the participant more||N/A|
|PX201901030301||Which consonant(s) did the participant more||N/A|
|PX201901030401||Which consonant(s) did the participant more||N/A|
|PX201901030104||Did the participant have added sounds to more||N/A|
|PX201901030204||Did the participant have added sounds to more||N/A|
|PX201901030304||Did the participant have added sounds to more||N/A|
|PX201901030404||Did the participant have added sounds to more||Variable Mapping|
|PX201901030103||What was the number of consonants the more||N/A|
|PX201901030203||What was the number of consonants the more||N/A|
|PX201901030303||What was the number of consonants the more||Variable Mapping|
|PX201901030403||What was the number of consonants the more||N/A|
|PX201901030102||What was the participants response?||N/A|
|PX201901030202||What was the participants response?||N/A|
|PX201901030302||What was the participants response?||Variable Mapping|
|PX201901030402||What was the participants response?||N/A|
|PX201901020101||Which consonant(s) did the participant more||N/A|
|PX201901020501||Which consonant(s) did the participant more||N/A|
|PX201901020201||Which consonant(s) did the participant more||N/A|
|PX201901020301||Which consonant(s) did the participant more||N/A|
|PX201901020601||Which consonant(s) did the participant more||N/A|
|PX201901020401||Which consonant(s) did the participant more||N/A|
|PX201901020104||Did the participant have added sounds to more||N/A|
|PX201901020504||Did the participant have added sounds to more||N/A|
|PX201901020204||Did the participant have added sounds to more||N/A|
|PX201901020304||Did the participant have added sounds to more||N/A|
|PX201901020604||Did the participant have added sounds to more||N/A|
|PX201901020404||Did the participant have added sounds to more||N/A|
|PX201901020103||What was the number of consonants the more||N/A|
|PX201901020503||What was the number of consonants the more||N/A|
|PX201901020203||What was the number of consonants the more||N/A|
|PX201901020303||What was the number of consonants the more||N/A|
|PX201901020603||What was the number of consonants the more||Variable Mapping|
|PX201901020403||What was the number of consonants the more||Variable Mapping|
|PX201901020102||What was the participants response?||N/A|
|PX201901020502||What was the participants response?||N/A|
|PX201901020202||What was the participants response?||N/A|
|PX201901020302||What was the participants response?||N/A|
|PX201901020602||What was the participants response?||Variable Mapping|
|PX201901020402||What was the participants response?||Variable Mapping|
June 4, 2019
This measure is a test to assess the ability of the respondent to repeat multi-syllable nonsense words.
This measure is used to assess an individual's ability to code and temporarily store information phonologically. This ability is related to verbal memory and language acquisition.
Nonword repetition, verbal memory, specific language impairment, SLI, speech and hearing, Syllable Repetition Task, SRT