Paragraph Reading Research Articles

Text level reading comprehension in aphasia: What do we know about therapy and what do we need to know?

Background: Reading comprehension difficulties are a common feature of aphasia, affecting the understanding of single words, sentences, paragraphs and extended text. Whilst there have been studies investigating treatment for single word reading, there are a limited number of studies of treatment methods targeting the reading of paragraphs and connected text.Aims: This paper will describe a series of single case studies, each investigating the effectiveness of a different therapy approach for paragraph level reading comprehension. The studies raise a number of issues regarding the assessment of reading, choice of therapy and measurement of outcome; these will be discussed in relation to the studies and the wider evidence base.Methods & Procedures: Four people with aphasia were involved in the studies. Participants presented with reading difficulties alongside other language difficulties. Each study involved a single case study, multiple baseline with control task design. Detailed assessment of reading comprehension was completed pre-therapy, post-therapy and at follow-up, approximately 2–4 weeks post-therapy. Participants were also asked about their pre-morbid reading abilities and preferences, their reading difficulties and their views about therapy and its impact.Outcomes & Results: All participants showed some improvement in the accuracy of reading comprehension but there was extensive variability in the significance of gains, when gains were seen and on which assessments. Post-therapy, three of the four participants read the assessment passages and answered the questions more quickly. All participants reported some positive change in their reading, either in reading ability, reading behaviour or feelings about reading, but again individual variation was evident in the extent and type of change perceived.Conclusions: These studies raise a number of important issues regarding the assessment of reading, therapy choice and measuring the outcome of therapy. These issues are discussed in relation to current literature, with an aim of informing future research investigating the assessment of, and therapy for, reading comprehension difficulties in people with aphasia. Reading is fundamental to everyday activities and developing the evidence base is of crucial importance in supporting people with aphasia to maximise their reading ability.

Student Training to Perceptually Assess Severity of Dysphonia Using the Dysphonic Severity Percentage Scale

The goal of the present study was to determine if students can be trained to reliably perceive dysphonia using the Dysphonic Severity Percentage (DSP) scale, a perceptual measure shown to have high interrater reliability when used by speech-language pathologists experienced with voice disorders. Because the DSP scale was found to be useful as a research tool in the measurement of dysphonia, using it to train students to recognize dysphonia can enhance their education as future clinicians and researchers. This method involved having five inexperienced speech-language pathology students listen to voice samples in two conditions (spontaneous speech and paragraph reading) of 10 clients with moderate to severe dysphonia (phonotrauma); the students simultaneously tallied the nondysphonic syllables on written content of the samples to obtain a DSP for both conditions. Because the clients' dysphonias were moderate to severe, and there were many dysphonic syllables, it was more efficient and advantageous for the students' perception and training to tally the nondysphonic syllables, leaving the dysphonic syllables to calculate the DSP. By tallying the nondysphonic syllables, the students were still recognizing which syllables were dysphonic by not choosing them, thus increasing their perception of both normal and disordered syllables. Statistical analysis using the intraclass correlation coefficient revealed high interrater reliability and high correlations among the trained students for both spontaneous speech and paragraph reading, thus indicating similar training experiences and perceptions. This method appeared to be a more quantitative measure of perceptual ratings than current scales, which use general gradations of dysphonic severity. Moreover, the DSPs were similar between the newly trained students and experienced raters for spontaneous speech, indicating that the students could be trained in the direction experienced by voice clinicians. There was, however, a significant difference between the two groups for paragraph reading, which will be discussed. It was concluded that the DSP method was an effective technique to train students to recognize dysphonia.

Smooth Pursuit Eye Movement Training Promotes Recovery From Auditory and Visual Neglect

Background. No treatment for auditory neglect and no randomized controlled trial evaluating smooth pursuit eye movement therapy (SPT) for multimodal neglect are available. Objective. To compare the effects of SPT and visual scanning therapy (VST) on auditory and visual neglect in chronic stroke patients with neglect. Methods. A randomized, prospective trial was conducted. Fifty patients with left auditory and visual neglect were randomly assigned. Twenty-four patients completed SPT therapy and 21 patients VST. Five patients (4 VST, 1 SPT) were lost. Each group received 1-hour sessions of neglect therapy for 5 consecutive days totaling 5 hours. Outcome measures in visual neglect (digit cancellation, visuoperceptual- and motor line bisection, paragraph reading) and auditory neglect (auditory midline) were assessed twice before therapy, thereafter, and at 2-week follow-up. The SPT group practiced smooth pursuit eye movements while tracking stimuli moving leftward. The VST group systematically scanned the same but static stimuli. Both groups were divided into subgroups, and effects were separately investigated for mild and severe neglect. Results. Both groups did not differ before therapy in clinical/demographic variables or neglect severity (auditory/visual). After treatment, the SPT group showed significant and lasting improvements in all visual measures and normal performance in the auditory midline. Neither visual nor auditory neglect impairments changed significantly after VST. Moreover, the treatment effect sizes (Cohen’s d) were considerably higher for visual and auditory neglect after SPT versus VST, both for mild and severe neglect. Conclusions. Repetitive contralesional, smooth pursuit training induces superior, multimodal therapeutic effects in mild and severe neglect.

Optimizing Chinese Character Displays Improves Recognition and Reading Performance of Simulated Irregular Phosphene Maps

A visual prosthesis may elicit an irregular phosphene map relative to a regular electrode array. This study used simulated irregular phosphene maps as a way of optimizing the display methods of Chinese characters (CCs) to improve recognition and reading performance. TWENTY SUBJECTS WITH NORMAL OR CORRECTED SIGHT PARTICIPATED IN TWO EXPERIMENTS (9 FEMALES, 11 MALES, 2030 YEARS OF AGE). EXPERIMENT 1: two character display methods were proposed: selecting phosphenes covered by character strokes on a simulated phosphene array (projection method) and finding the phosphene closest to the expected location in some range of an irregular phosphene array as a substitute (nearest neighbor search [NNS] method). The recognition accuracy of CCs was investigated using six levels for the coverage ratio of stroke and phosphene area and for search range, respectively, for two methods, for several irregularity levels. Experiment 2: reading accuracy (RA) and reading efficiency (RE) were measured using the regular array correspondence and NNS methods. EXPERIMENT 1: projection and NNS methods were significantly affected by coverage ratio or search range. NNS significantly improved CC recognition accuracy to the highest at 81.3 ± 2.7% and 59.1 ± 5.2%, respectively, for different irregularity levels, compared with the projection method. Experiment 2: RA and RE significantly decreased as the distortion level increased; NNS significantly improved RA (from approximately 40% to >80%) and RE (from approximately 13 char/min to >40 char/min) when reading more irregular paragraphs. The performance of CC recognition and paragraph reading when using an irregular phosphene array can be improved through optimizing the display method.

The frequency and significance of the word length effect in neglect dyslexia

Neglect patients often omit or misread initial letters of single words, a phenomenon termed neglect dyslexia (ND). Omissions of whole words on the contralesional side of the page during paragraph reading are generally considered as egocentric or space-based errors, whereas misreading of the left part of a word can be viewed as a type of stimulus-centred or word-based, neglect-related error. The research of the last decades shed light on several effects of word features (such as written word frequency, grammatical class or concreteness) that modulate the severity of ND. Nevertheless, almost all studies about those modulating factors were case studies and some of them have not been replicated yet. Therefore, to date we do not know how relevant such effects of different word stimuli are for a population of ND patients. Knowing their incidence would improve our theoretical understanding of ND and promote the development of standardized ND assessments, which are lacking so far. In particular, case studies have shown that ND error frequency increases systematically with word length (word length effect, WLE) while other single case studies found contrary results. Hence, the existence of the WLE in ND is unsettled and its incidence and significance in stroke patients is unknown. To clarify this issue we evaluated the relation between word length and the extent (number) of neglected or substituted letters within single words in ND (neglect dyslexia extent, NDE) in a group of 19 consecutive ND patients with right hemisphere lesions. We found a clear WLE in 79% (15 of 19) of our ND patients, as indicated by significant correlations between word length and NDE. Concurrent visual field defects had no effect on the WLE in our sample, thus showing no influence of early visual cortical processing stages on the WLE in neglect dyslexia. In conclusion, our results suggest a clear relationship between word length and reading errors in ND and show that the WLE is a frequent phenomenon in ND.

Co-registration of eye movements and event-related potentials in connected-text paragraph reading.

Eyetracking during reading has provided a critical source of on-line behavioral data informing basic theory in language processing. Similarly, event-related potentials (ERPs) have provided an important on-line measure of the neural correlates of language processing. Recently there has been strong interest in co-registering eyetracking and ERPs from simultaneous recording to capitalize on the strengths of both techniques, but a challenge has been devising approaches for controlling artifacts produced by eye movements in the EEG waveform. In this paper we describe our approach to correcting for eye movements in EEG and demonstrate its applicability to reading. The method is based on independent components analysis, and uses three criteria for identifying components tied to saccades: (1) component loadings on the surface of the head are consistent with eye movements; (2) source analysis localizes component activity to the eyes, and (3) the temporal activation of the component occurred at the time of the eye movement and differed for right and left eye movements. We demonstrate this method's applicability to reading by comparing ERPs time-locked to fixation onset in two reading conditions. In the text-reading condition, participants read paragraphs of text. In the pseudo-reading control condition, participants moved their eyes through spatially similar pseudo-text that preserved word locations, word shapes, and paragraph spatial structure, but eliminated meaning. The corrected EEG, time-locked to fixation onsets, showed effects of reading condition in early ERP components. The results indicate that co-registration of eyetracking and EEG in connected-text paragraph reading is possible, and has the potential to become an important tool for investigating the cognitive and neural bases of on-line language processing in reading.

Line bisection error predicts the presence and severity of neglect dyslexia in paragraph reading

Cancellation tasks and line bisection tasks are commonly used to diagnose spatial neglect after right hemisphere lesions. In such tasks, neglect patients often show leftsided omissions of targets in cancellation tests as well as a pathological rightward deviation in horizontal line bisection. However, double dissociations have also been reported and the relation between performance in both tasks is not clear. Another impairment frequently associated with the neglect syndrome are omissions or misread initial letters of single words, a phenomenon termed neglect dyslexia (ND). Omissions of whole words on the contralesional side of the page are generally considered as egocentric or space-based errors, whereas misreadings of the left part of a word in ND can be viewed as a type of stimulus-centered or word-based, perceptual error. As words, sentences and horizontal lines have a similar spatial layout in the sense that they all are horizontally aligned, long stimuli with a canonical left–right orientation (with a defined beginning on the left and an end on the right side), we hypothesized a significant association between the horizontal line bisection error (LBE) in neglect and the extent (number) of neglected or substituted letters within single words in ND (neglect dyslexia extension, NDE). To this purpose, we computed Center-of-Cancellation (CoC) scores in a cancellation task as well as Center-of-Reading (CoR) scores in an experimental paragraph reading test. We found that the CoR was a better indicator for egocentric word omissions than the CoC in a group of 17 patients with left visuospatial neglect. Furthermore, the LBE predicted the severity of ND, indicated by highly significant correlations between the LBE and the extent of the neglected letter string within single words (NDE; r=0.73, p<0.001) as well as between the LBE and the frequency of ND errors (r=0.61; p=0.009). In contrast, we found no significant correlation between the CoC and the severity of ND. These results indicate two different pathological mechanisms being responsible for contralesional spatial neglect and ND. In conclusion, the LBE is a more sensitive predictor of the presence and severity of the reading disorder in spatial neglect than conventional cancellation tasks.

Word Recognition and Paragraph Reading Fluencyof Third- and Fourth-graders with ADHD

Word Recognition and Paragraph Reading Fluencyof Third- and Fourth-graders with ADHD

P1‐188: Limitation of vertical reading in a patient with progressive supranuclear palsy (PSP)

Many studies show slow saccades in PSP, especially in the vertical direction, even in early stages of the disease, a finding attributed to pathologic involvement of brainstem burst neurons. Reading involves a succession of saccades and fixations. Korean (Hangul) is able to read to vertical and horizontal script contrary to alphabetic script. Thus, lack of binocular coordination of saccades in patients with PSP would cause fixation disparity and could interfere with visual processing of the letters. We hypothesized that vertical reading may have more delayed reading time and much more reading errors than horizontal reading in PSP. A 68-year-old man visited had been diagnosed as PSP from 2 years ago. On neurologic examination, he showed vertical saccade limitation, especially down gaze. MMSE score was 24 and neuropsychological test showed predominantly visuospatial and frontal executive dysfunction. However, he did not show language deficits. Eye examination Experiment I (Visual scanning: voice analysis): Firstly, we prepared twelve different horizontally aligned and corresponding vertically aligned a word for test (Total 24 words). Each paragraph randomly presented on a computer with full-screen full-luminance white background. And then, patient read aloud watching a word on the monitor. We checked a reading time and reading errors. In the same manner as above, we studies vertical and horizontal paragraph reading. Experiment II (Visual scanning: visual analysis): We recorded saccades in patient using by eye tracker. For analysis of the horizontal and vertical saccade, patient had read paragraphs according to sequence of horizontal, vertical, vertical and horizontal. In voice analysis, there was significantly different reading time (second) between horizontal reading and vertical reading of words (60.17 ± 6.25 vs. 66.75 ± 7.47, respectively, p = 0.029) and paragraphs (52.17 ± 3.46 vs. 128.33 ± 3.49, respectively, p<0.0001), each other. Patient showed a decreased vertical saccade velocity and reduction of amplitude of the eye movement. One interesting thing was that vertical reading time of words was more delayed than horizontal reading time. These results mean that vertical reading of PSP patient may be depended more on vertical gaze palsy according to the visual structure of Korean characters.

Second Report on Feasibility of Paragraph Reading Time as Assessment of Recurrent Laryngeal Nerve Paralysis

【目的】われわれは反回神経麻痺症例に対して文章音読経過時間Paragraph Reading Time（以下PRTとする）が一つの検査方法として有用であることを本学会誌上で報告した．今回反回神経麻痺症例のPRTを音声区間と休止区間に分け，経時的に計測し経過時間に影響する要素について検討をした．【対象と方法】対象は，食道癌の症例で術前の基準値と術後反回神経麻痺時，さらに改善までの経過を1ヵ月ごとに追うことができた4症例とした．方法は，昔話「桃太郎」の冒頭部分を音読し抽出した音声をサウンドスペクトログラムを用い，1．音声区間（発話時間）と休止区間（ポーズ）の経時的変化の比較検討，2．休止区間内の息継ぎのあるポーズと息継ぎのないポーズのそれぞれの回数の経時的変化を比較検討した．【結果】1．音声区間の計測時間は一定の傾向を示し，休止区間の計測時間に延長が認められた．2．延長を示した休止区間内に認められた息継ぎのあるポーズと息継ぎのないポーズの回数を計った結果，息継ぎのあるポーズの回数に増加が認められた．【結論】反回神経麻痺症例におけるPRT延長の主な要因は，息継ぎのあるポーズの回数増加による休止区間の延長が大きいことが示された．一方，反回神経麻痺といった発声に不利な状況にもかかわらず，音声区間はほぼ一定の経過を示した．

Second-language experience modulates first- and second-language word frequency effects: Evidence from eye movement measures of natural paragraph reading

We used eye movement measures of first-language (L1) and second-language (L2) paragraph reading to investigate whether the degree of current L2 exposure modulates the relative size of L1 and L2 frequency effects (FEs). The results showed that bilinguals displayed larger L2 than L1 FEs during both early- and late-stage eye movement measures, which are taken to reflect initial lexical access and postlexical access, respectively. Moreover, the magnitude of L2 FEs was inversely related to current L2 exposure, such that lower levels of L2 exposure led to larger L2 FEs. In contrast, during early-stage reading measures, bilinguals with higher levels of current L2 exposure showed larger L1 FEs than did bilinguals with lower levels of L2 exposure, suggesting that increased L2 experience modifies the earliest stages of L1 lexical access. Taken together, the findings are consistent with implicit learning accounts (e.g., Monsell, 1991), the weaker links hypothesis (Gollan, Montoya, Cera, Sandoval, Journal of Memory and Language, 58:787-814, 2008), and current bilingual visual word recognition models (e.g., the bilingual interactive activation model plus [BIA+]; Dijkstra & van Heuven, Bilingualism: Language and Cognition, 5:175-197, 2002). Thus, amount of current L2 exposure is a key determinant of FEs and, thus, lexical activation, in both the L1 and L2.

Influence of Background Speech and Music in Interrupted Reading: An Eye‐Tracking Study

SummaryThe current study examined the influence of interruption, background speech and music on reading, using an eye movement paradigm. Participants either read paragraphs while being exposed to background speech or music or read the texts in silence. On half of the trials, participants were interrupted by a 60‐second audio story before resuming reading the paragraph. Interruptions increased overall reading time, but the reading of text following the interruption was quicker compared with baseline. Background speech and music did not modulate the interruption effects, but the background speech slowed down the reading rate compared with reading in the presence of music or reading in silence. The increase in reading time was primarily due to an increase in the time spent rereading previously read words. We argue that the observed interruption effects are in line with a theory of long‐term working memory, and we present practical implications for the reported background speech effects. Copyright © 2011 John Wiley &amp; Sons, Ltd.

Reading Pixelized Paragraphs of Chinese Characters Using Simulated Prosthetic Vision

Visual prostheses offer a possibility of restoring useful reading ability to the blind. The psychophysics of simulating reading with a prosthesis using pixelized text has attracted attention recently. This study was an examination of the reading accuracy and efficiency of pixelized Chinese paragraphs after different parameters were altered. Forty native Chinese speakers with normal or corrected visual acuity (20/20) participated in four experiments. Reading accuracy and efficiency were measured after changing the character resolution, character size, pixel dropout percentage, number of gray levels, and luminance. A 5° × 5° character appeared to be the optimal size necessary for accurate pixelized reading. Reading accuracy close to 100% could be achieved with 10 × 10 pixels/character and ∼60% with a 6 × 6 pixel resolution. Pixel dropout adversely affected accuracy, and paragraphs with a 50% dropout were unreadable. Luminance had little effect; however, the number of gray levels significantly affected reading performance. Paragraph reading was at least 5% more accurate at each resolution than was the accuracy of Chinese character recognition. Character size and resolution, pixel dropout, and the number of gray levels clearly affected the reading performance of pixelized Chinese paragraphs. Compared with pixelized character recognition, pixelized Chinese paragraph reading achieved higher accuracy; thus, optimal Chinese reading performance may require prostheses with more electrodes (1000) than are required to read paragraphs in the Latin alphabet (500).

Optokinetic stimulation affects word omissions but not stimulus-centered reading errors in paragraph reading in neglect dyslexia

Patients with right hemisphere lesions often omit or misread words on the left side of a text or the initial letters of single words, a phenomenon termed neglect dyslexia (ND). Omissions of words on the contralesional side of the page are considered as egocentric or space-based errors, whereas misread words can be viewed as a type of stimulus-centered error where the left part of a single perceptual entity (the word) is neglected. Previous patient studies have shown that optokinetic stimulation (OKS) significantly modulates many facets of the neglect syndrome, including the subjective body midline, line bisection and size distortions. An open question is whether OKS can also influence omissions and stimulus-centered errors in paragraph reading in ND. The current study compared the influence of OKS on both types of reading errors using controlled indented paragraph reading tests in a group of 9 right-hemisphere lesioned patients with ND, 7 patients without ND and 9 matched healthy controls. Leftward OKS significantly reduced omissions on the left side of the text in ND. In contrast, the pattern of stimulus-centered reading errors remained unchanged. In conclusion egocentric manipulations like OKS only appear to influence space-based attentional processes evident as omissions in paragraph reading but have no impact on stimulus-centered attentional processes evident as word-based errors during paragraph reading in ND.

Toward a More Quantitative Measure to Assess Severity of Dysphonia Posttherapy: Preliminary Observations

The present research compares the efficacy of using the Dysphonic Severity Percentage (DSP) scale to the equal-appearing interval scale posttherapy. The initial pretherapy investigation was conducted to determine a more quantitative measure to rate the severity of dysphonia perceptually, because rating scales have shown considerable interrater variability. The posttherapy study is a follow-up to the initial research. The initial research involved counting the nondysphonic syllables in 10 participants with moderate-to-severe dysphonia (phonotrauma) to obtain a DSP during spontaneous speech and paragraph reading. The present posttherapy research used the same participants, the same raters, and the same method of assessment during spontaneous speech. The voice samples were both recorded and transcribed for simultaneous analysis and randomly presented to five raters, four of whom were experienced with voice disorders; one rater was a trained student. In this study, the dysphonic syllables were counted to obtain a DSP. As in the pretherapy investigation, the DSP in the posttherapy study was found to have high interrater reliability and to be a more quantitative perceptual assessment of voice than the interval scale. Additionally, the reliability of the difference scores between pre- and posttherapy results on the Cronbach's alpha was high on the DSP scale (0.901), but dropped to 0.506 on the interval scale. Moreover, the DSP rating scale yielded greater specificity in terms of vocal improvement posttherapy than the interval scale. The interval scale tended to mask the variation in vocal improvement among participants because of the limited choices presented.

Effects of head rotation on space- and word-based reading errors in spatial neglect

Patients with right hemisphere lesions often omit or misread words on the left side of a text or the beginning letters of single words which is termed neglect dyslexia (ND). Two types of reading errors are typically observed in ND: omissions and word-based reading errors. The prior are considered as space-based omission errors on the contralesional side of the page, while the latter can be viewed as a kind of stimulus- or word-based reading errors where leftsided parts of a single perceptual entity (the word) are neglected. The head, trunk and eyes are part of a hypothetical egocentric reference frame that is aligned around our body and divides space into a left and right hemispace. Previous neglect studies have shown that head- and trunk-orientation significantly influence contralesional neglect. An open question is whether such egocentric manipulations also influence omissions and word-based errors in paragraph reading in ND. The current study investigated in a sample of right-hemisphere lesioned patients with ND vs. without ND and matched healthy control subjects the influence of head-rotation (HR) on both types of reading errors using controlled indented paragraph reading tests. Passive leftward HR significantly reduced omission errors on the left side of the text in ND, but had no effect on word-based reading errors. In conclusion egocentric manipulations like HR only appear to influence space-based attentional processes in neglect evident as omissions in paragraph reading but have no impact on those attentional processes involved in word identification evident as word-based errors in paragraph reading.

The effect of word position on eye-movements in sentence and paragraph reading

The present study explores the role of the word position-in-text in sentence and paragraph reading. Three eye-movement data sets based on the reading of Dutch and German unrelated sentences reveal a sizeable, replicable increase in reading times over several words at the beginning and the end of sentences. The data from the paragraph-based English-language Dundee corpus replicate the pattern and also indicate that the increase in inspection times is driven by the visual boundaries of the text organized in lines, rather than by syntactic sentence boundaries. We argue that this effect is independent of several established lexical, contextual, and oculomotor predictors of eye-movement behaviour. We also provide evidence that the effect of word position-in-text has two independent components: a start-up effect, arguably caused by a strategic oculomotor programme of saccade planning over the line of text, and a wrap-up effect, originating in cognitive processes of comprehension and semantic integration.

A Study of Relation between Paragraph Division and Reading

A Study of Relation between Paragraph Division and Reading

English Skills for Engineers Required by the English Technical Writing Test

Japanese English education has focused mainly on teaching passive skills such as reading and listening, whereas actual business activities in society require active skills such as writing and speaking in addition to the passive skills. This educational situation is estimated to be a reason Japanese engineers are less confident in writing and speaking than in reading and listening. This paper focuses on details of the English Technical Writing Test provided by the Japan Society of Technical Communication and emphasizes the importance of the active skills, mainly focusing on what skills should be taught in the future and how to develop these skills. This paper also stresses the necessity of learning rhetoric-related skills, concept of information words, as well as paragraph reading and writing skills based on the concept of the 3Cs (Correct, Clear, and Concise) as a means to develop technical writing skills for engineers.

Speech outcome of supracricoid partial laryngectomy: Comparison with total laryngectomy and anatomic considerations

Objective We studied speech after a supracricoid partial laryngectomy (SCPL) and compared it to speech after a total laryngectomy and insertion of voice prosthesis (TL-VP). We also determined the anatomical factors related to speech after SCPL. Study Design and Setting Historic cohort study. Patients were recruited for data collection. Subjects and Methods We enrolled 28 patients who had undergone SCPL or TL-VP for laryngeal cancer from 1995 to 2005 (15 with SCPL and 13 with TL-VP). Patients had no recurrence, no respiratory problems, and were followed-up more than one year. Using sustained vowel phonation and standard paragraph reading, maximum phonation time, maximum loudness, total time for reading the paragraph, number of syllables per breath, and speech intelligibility were tested, and the patients' self satisfaction was evaluated using the Voice Handicap Index questionnaire. In addition, we performed stroboscopic examination for the SCPL group to study the configuration of the neoglottis during phonation. Results Maximum phonation time was longer in the TL-VP group than in the SCPL group ( P = 0.048). There was no significant difference in the other parameters between the groups. With stroboscopic examination, we observed widely variable findings with reference to arytenoid mobility, mucosal vibration, and neoglottic occlusion in the SCPL group. Conclusions Speech after SCPL was not better than speech after TL-VP and was widely variable. The configuration of the neoglottis during phonation in the SCPL group was also variable. We believe that some technical refinement during the operation could improve speech outcome after SCPL.