Cued Speech and Cued Language for Deaf and Hard of Hearing Children

by LaSasso, Carol J.; Crain, Kelly Lamar; Leybaert, Jacqueline

• ISBN13: 9781597563345
• ISBN10: 159756334X
• Edition: 1st
• Format: Paperback
• Copyright: 2010-03-30
• Publisher: Plural Pub Inc

Summary

Gallaudet Univ., Washington, DC. Shows how effective cued speech can be in making spoken languages visible and fully accessible for a deaf child in preparation for formal reading instruction and academic achievement. Topics include cueing for natural language acquisition and cued speech/cued language on the horizon. For practitioners. Softcover. DNLM: Deafness-therapy.

Author Biography

Carol J. LaSasso, Ph.D., is a professor in the Department of Hearing, Speech, and Language Sciences at Gallaudet University in Washington, D.C. She is affiliated with the Science of Learning Center on Visual Language and Visual Literacy (VL2) at Gallaudet University and the Center for the Study of Learning at Georgetown University, which employs fMRI and behavioral methods to examine language and cognition of deaf individuals from oral, signing, and cueing backgrounds. She has served as President of the Special Interest Group in Reading and Deafness for the International Reading Association and has published extensively in the areas of phonological abilities, vocabulary, reading comprehension, and test-taking abilities of deaf children and youth. Dr. LaSasso has directed diagnostic reading clinics for more than 400 deaf and hard of hearing children and their parents from ASL, MCE signing, oral, and Cued Speech backgrounds in Washington, D.C, Connecticut, and North Carolina. Dr. LaSasso currently mentors Ph.D. students, guides dissertation research, teaches Ph.D. seminars, and directs federal personnel preparation grants from the U.S. Department of Education. Kelly Lamar Crain, Ph.D., is an assistant professor of Aural Habilitation: Deaf Education at the University of South Florida, Tampa. Dr. Crain earned a bachelor's degree in Audiology and Speech-Language Pathology from the University of Southern Mississippi, and master's and doctoral degrees in Deaf Education from Gallaudet University. He became interested in Cued Speech while studying at Gallaudet and completed his doctoral dissertation on the effects of cueing on deaf readers' phonological awareness. Dr. Crain also is a licensed and certified teacher of students who are deaf and hard of hearing, a qualified educational interpreter, and a certified Cued Speech instructor. Jacqueline Leybaert, Ph.D., is a professor of Psychology at the Universit libre de Bruxelles (ULB), Belgium. She teaches courses on language acquisition and disorders, cognitive development, sensory deficits and neural plasticity, and dyscalculia. Her dissertation examined phonological codes used by deaf children in reading, spelling, and short-term serial memory. Since then, her research interests have focused on the effect of Cued Speech on the three Rs (reading, rhyming, remembering). More recently, she directed research related to audiovisual integration and speech perception in noise in children with cochlear implants and children with specific language impairments. She has co-edited two books in French about linguistic and cognitive development in deaf children and has written numerous articles and book chapters about these topics.

Table of Contents

Foreword	p. ix
Contributors	p. xiii
Cued Speech and Cued Language	p. 1
Why a Book About Cued Speech and Cued Language and Why Now?	p. 3
Fundamental Principles of Cued Speech and Cued Language	p. 27
Cued Language: What Deaf Native Cuers Perceive of Cued Speech	p. 53
Psycholinguistic Study of Phonological Processes in Deaf Adult Cuers	p. 67
Cued Speech for Phonological Perception	p. 93
Audiovisual Phonology: Lipreading and Cued Lipreading	p. 95
Cued Speech for Enhancing Speech Perception of Individuals with Cochlear Implants	p. 107
Cueing for Natural Language Acquisition	p. 127
Early Linguistic Input Received by a Deaf Child Exposed to la Palabra Complementada During the Prelinguistic Period	p. 129
Early Language Development of Deaf Twins of Deaf Parents Who Are Native Cuers of English	p. 151
Experiences and Perceptions of Cueing Deaf Adults in the United States	p. 183
A Bilingual (ASL and Cued American English) Program for Deaf and Hard of Hearing Students: Theory to Practice	p. 217
Cued Language for the Development of Reading	p. 243
Cued Speech for Deaf Students' Mastery of the Alphabetic Principle	p. 245
Cued Language for the Development of Deaf Students' Reading Comprehension and Measured Reading Comprehension	p. 285
Phonological Awareness, Short-Term Memory, and Fluency in Hearing and Deaf Individuals of Different Communication Backgrounds	p. 323
Generative Rhyming Ability of 10- to 14-Year-Old Readers Who Are Deaf From Oral and Cued Speech Backgrounds	p. 345
Cued Speech and Cued Language for Atypical Populations	p. 359
Children with Auditory Neuropathy/Auditory Dys-synchrony: The Value of Cued Speech in the Face of an Uncertain Language Development Trajectory	p. 361
Applications of Cued Speech with Deaf Children with Additional Disabilities Affecting Language Development	p. 377
Cued Spanish as L1: Teaching la Palabra Complementada to Spanish-Speaking Parents of Deaf Children in the United States	p. 407
Cued Speech/Cued Language on the Horizon	p. 427
Lipreading, the Lexicon, and Cued Speech	p. 429
Analysis of French Cued Speech Production and Perception: Toward a Complete Text-to-Cued Speech Synthesizer	p. 449
Development of Speechreading Supplements Based on Automatic Speech Recognition	p. 467
Automatic Cued Speech	p. 487
An Automatic Wearable Speech Supplement for Individuals' Speech Comprehension in Face-to-Face and Classroom Situations	p. 503
A Version of the Educational Interpreter Performance Assessment for Cued Speech Transliterators: Prospects and Significance	p. 531
How Cued Speech Is Processed in the Brain: Directions for Future Research	p. 553
Index	p. 565
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