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

Intro -- Chapter 1WHY A BOOK ABOUT CUED SPEECH AND CUED LANGUAGE AND WHY NOW? Carol J. LaSasso Viewing Deaf Children as Capable Instead of Disabled Currently, children who are deaf or hard of hearing in the United States are viewed as disabled and in need of costly government-supported special education services. These services include: individual education plans (IEPs), segregated classes, special teachers, special reading programs, adapted curricula, sign-supported speech communication methods, standar -- Chapter 2 FUNDAMENTAL PRINCIPLES OF CUED SPEECH AND CUED LANGUAGE Thomas F. Shull and Kelly Lamar Crain In this chapter we describe the history of Cued Speech and the scientific challenges involved in designing a system to represent phonology visually for American English and 62 other languages and dialects (http://www.cuedspeech.org/sub/cued/language.asp#dialects) (see Figure 1-1). We describe eight common features, or universals, of the various Cued Speech systems. We explain how discrete phon -- Chapter 3 CUED LANGUAGE: WHAT DEAF NATIVE CUERS PERCEIVE OF CUED SPEECH Melanie Metzger and Earl Fleetwood Background Cued Speech or Cued Language In the spring of 1995, the authors of this chapter participated in a conference call with R. Orin Cornett, developer of Cued Speech. On numerous occasions during that call, Cornett reiterated his position that the system he devised, Cued Speech, is bimodal and that speaking is a required element of the system. Thus, when discussion turned to the work -- Chapter 4 PSYCHOLINGUISTIC STUDY OF PHONOLOGICAL PROCESSES IN DEAF ADULT CUERS Daniel S. Koo and Ted Supalla   Since the introduction of Cued Speech in 1966 (Cornett, 1967), its use as a cross-modal form of communication by hearing parents of deaf children has grown steadily in the United States as well as other countries (Cornett &amp.

Daisey, 1992). An entire generation of deaf cuers has grown up with this visual system of manual handshapes and nonmanual mouthing, many adapting it for use in daily -- Chapter 5 AUDIOVISUAL PHONOLOGY: LIPREADING AND CUED LIPREADING Jesus Alegria Introduction Cued Speech, a system of manual gestures conceived by Orin Cornett (1967), accompanies speech production in real time. The system was designed to provide deaf children an unambiguous and complete phonological message based exclusively on visual information. The delivery of accurate information regarding phonological contrasts via a purely visual input was designed to produce equivalent abstract (phonemic) -- Chapter 6 CUED SPEECH FOR ENHANCING SPEECH PERCEPTION OF INDIVIDUALS WITH COCHLEAR IMPLANTS Jacqueline Leybaert, Cécile Colin, and Catherine Hage Introduction This book documents how deaf children who have been provided with Cued Speech successfully use language representations in major cognitive activities like reading, spelling, remembering, and rhyming without auditory input. The main source of improvement in these cognitive skills is the advantage provided by Cued Speech for speech perceptio -- Chapter 7EARLY LINGUISTIC INPUT RECEIVED BY A DEAF CHILD EXPOSED TO LA PALABRA COMPLEMENTADA DURING THE PRELINGUISTIC PERIOD Ignacio Moreno-Torres and Santiago Torres-Monreal Language Development of Deaf Children Hearing children of hearing parents have contact with oral language before birth (Bijeljac-Babic, Bertoncini, &amp -- Mehler, 1993 -- Christophe, Mehler, &amp -- Sebastian-Gallés, 2001 -- Mehler, Jusczyk, Lambertz, Halsted, Bertoncini, &amp -- Amiel-Tison, 1988 -- Nazzi, Bertoncini, &amp -- Mehler, 1998 -- Peña et al.

Chapter 8EARLY LANGUAGE DEVELOPMENT OF DEAF TWINS OF DEAF PARENTS WHO ARE NATIVE CUERS OF ENGLISH Kelly Lamar Crain Introduction Language Development of Hearing Children The language development of normally developing hearing children born to hearing speakers of English is well documented, and forms the basis of entire textbooks used in the field of speech-language pathology (cf. Berko-Gleason, 2004 -- Hulit-Howard, 2002 -- Owens, 2001). It is generally held that hearing children of hearing parents -- Chapter 9EXPERIENCES AND PERCEPTIONS OF CUEING DEAF ADULTS IN THE UNITED STATES Kelly Lamar Crain and Carol J. LaSasso The Literature Related to Cultural Identity, Psychosocial Adjustment and Self-Esteem of Individuals Who Are Deaf Much has been written about cultural identity, psychosocial adjustment and self-esteem of individuals who are deaf from oral and signing backgrounds over the past 25 years -- however, very little has been written about individuals from Cued Speech backgrounds. Our knowl -- Chapter 10 A BILINGUAL (ASL AND CUED AMERICAN ENGLISH) PROGRAM FOR DEAF AND HARD OF HEARING STUDENTS: THEORY TO PRACTICE1 Kitri Larson Kyllo   Preceding chapters in this volume clearly establish the linguistic merits of cued American English (CAE) as a visual and linguistically complete medium to convey the language of English, incorporating the visually discrete features of Cued Speech (handshape, hand placement, mouthshape) with prosodic information from nonmanual features, such as head-thrust.

Chapter 11 CUED SPEECH FOR THE DEAF STUDENTS' MASTERY OF THE ALPHABETIC PRINCIPLE Jacqueline Leybaert, Stephanie Colin, and Carol J. LaSasso   Reading-an extraordinary ability, peculiarly human and yet distinctly unnatural . . . acquired in childhood, forms an intrinsic part of our existence as human beings, and is taken for granted by most of us. (Shaywitz, 2003, p. 3) Broad and Narrow Views of Reading Reading can be defined narrowly or broadly. Narrow definitions consider reading as applicatio -- Chapter 12 CUED LANGUAGE FOR THE DEVELOPMENT OF DEAF STUDENTS' READING COMPREHENSION AND MEASURED READING COMPREHENSION1 Carol J. LaSasso and Kelly Lamar Crain   Reading is a term that lacks a single, universal definition. A parent who boasts that her young child is able to read before kindergarten is defining reading in a narrow sense, as the alphabetic principle. A parent of a 9 to 10-year-old child who expresses concern that the child is not a good reader may be referring to mastery of the al -- Chapter 13 PHONOLOGICAL AWARENESS, SHORT-TERM MEMORY, AND FLUENCY IN HEARING AND DEAF INDIVIDUALS FROM DIFFERENT COMMUNICATION BACKGROUNDS1 Daniel S. Koo, Kelly L. Crain, Carol J. LaSasso, and Guinevere F. Eden   Previous work in deaf populations on phonological coding and working memory, two skills thought to play an important role in the acquisition of written language skills, have focused primarily on signers or did not clearly identify the subjects' native language and communication mode. In.

Chapter 14GENERATIVE RHYMING ABILITY OF 10- TO 14-YEAR-OLD READERS WHO ARE DEAF FROM ORAL AND CUED SPEECH BACKGROUNDS Kelly Lamar Crain and Carol J. LaSasso Phonological Awareness Phonological awareness (PA) refers to an individual's ability to consider the discrete segments comprising words in a language. Such segments may be individual phonemes or larger units, such as consonant-vowel (C-V) or vowel-consonant (V-C) syllables, rimes, or consonant cluster onsets. The interest in PA by linguists, -- Chapter 15 CHILDREN WITH AUDITORY NEUROPATHY/AUDITORY DYS-SYNCHRONY: THE VALUE OF CUED SPEECH IN THE FACE OF AN UNCERTAIN LANGUAGE DEVELOPMENT TRAJECTORY Michelle L. Arnold and Charles I. Berlin This chapter focuses on the special case of auditory neuropathy/auditory dys-synchrony (AN/AD), a hearing disorder unique among others in that the dimension of hearing affected is temporal (i.e., related to timing). We contrast AN/AD with the more commonly understood concept of deafness, and suggest proc -- Chapter 16 APPLICATIONS OF CUED SPEECH WITH DEAF CHILDREN WITH ADDITIONAL DISABILITIES AFFECTING LANGUAGE DEVELOPMENT Donna A. Morere In the simplest terms, a deaf child with additional disabilities is a child with a hearing loss significant enough to impede natural spoken language development, co-occuring with one or more disabilities, creating a situation requiring interventions above and beyond that which would be appropriate for either disability category alone. For purposes of education, th.

Chapter 17 CUED SPANISH AS L1: TEACHING LA PALABRA COMPLEMENTADA TO SPANISH-SPEAKING PARENTS OF DEAF CHILDREN IN THE UNITED STATES Claire Klossner and Kelly Lamar Crain Introduction This chapter addresses the issue of whether the home language can be L1 for deaf children of hearing parents (see Chapter 12), and whether such a model of language acquisition can apply to families in the United States for whom neither ASL nor English is the home language. We consider the situation of a growing segme.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.