Abstract
Delayed auditory feedback (DAF) effect was studied with the reading materials of different levels in familiarity, i.e. meaningful words and non-sense syllables, practiced and not practiced. Normal subjects with no stuttering habits (30 boys and 30 girls of the 6th grades of a primary school were equally divided into three groups) read the given materials under NAF (normal auditory feedback) and DAF conditions for testing DAF condition and fluency. The materials for Group 1 were 9 familiar meaningful words, while those for Group 2 and Group 3 were 9 unfamiliar non-sense syllables respectively. Group 3, however, was tested after ten times practice in reading the materials. DAF effect was defined by the formula, 1- CMR under DAF/CMR under NAF (CMR was the correct morae rate of reading per second) . DAF effect in Group 1 was found significantly less than that in Group 2 but there was no significant difference between Groups 2 and 3. The results were discussed and evaluated external and internal feedback models for speech control.
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