Resource File

CEP 803 Oral Education

BOOKS

These books are an assortment of teacher/parent resources with education and

speech.

Books in Print

Spoken Communication for Students Who Are Deaf or Hard of Hearing: A Multidisciplinary

ApproachBY Diane Klein and Elizabeth Parker

Looks at the instructional practice of using a multidisciplinary team to develop spoken communication regardless of the level of hearing loss.

Can be used at school or home.

Teach Me How to Say it RightBY Dorothy P. Dougherty

Books in Print

Educating Deaf Students: From Research to Practice

BY Mark Marschark, Harry G. Lang, and John Anthony Albertini

Books in Print

Raising and Educating a Deaf Child: A Comprehensive Guide to the Choices, Controversies, and Decisions Faced by

Parents and EducatorsBY Marc Marschark

Books in Print

Books in Print

The Parents Guide to Speech and Language Problems

BY Debbie Feit

Books in Print

Language Learning in Children Who are Deaf and Hard of Hearing; Multiple Pathways

BY Susan R. Easterbrooks & Sharon Baker

Books in Print

Language and Literacy Development in Children Who are Deaf

BY Barbara R Schirmer

Books in Print

Helping Deaf and Hard of Hearing Students to Use Spoken Language: A guide for Educators

and FamiliesBY Susan R. Easterbrooks & Ellen L. Estes

Books in Print

Children with Hearing Loss: Developing Listening and Talking Birth to Six

BY Elizabeth B. Cole & Carol A. Flexer

Books in Print

The New Language of ToysBY S. Schwartz & J. Heller-Miller

“using everyday toys to stimulate language development”

Parent Friendly Resource

The Care and Education of a Deaf Child: A Book for Parents

BY Pamela Knight and Ruth Swanwick

Parent Friendly Resource

Coping Skills, an article about helping parents cope with their child's hearing loss.

www.utdallas.edu/-thib

Parent Friendly Resource

Volta Voices MagazineAlexander Graham Bell Association for the Deaf

and Hard of HearingA variety of information and articles about

children and deafness

Parent Friendly Resource

The EndeavorAmerican Society for Deaf Children

Magazine with information and advise pertaining to deaf children

Parent Friendly Resource

For Families Guidebook and DVDBY Valerie Schuyler & Jayne Sowers

60 minute- helps families understand hearing loss, amplification systems, promote child

listening skills, family emotions

Parent Friendly Resource

Parent-Infant Communication with CDParent curriculum, listening and communication

skills, follows sequence of auditory skills acquisition so parents can promote language

development

Parent Friendly Resource

Speechercise Set2 CDs with parent guide

Songs, drills, mouth excercises for easy speech practice at home

Parent Friendly Resource

Sound HearingCD and booklet

Examples of what hearing loss really sounds like

Parent Friendly Resource

Sound Achievement SeriesOral Deaf Ed

Parent information about deafness and the oral based teaching method

Parent Friendly Resource

Deaf Children Can SpeakFather of deaf child wrote a book and it cn be

downloaded at http://www.deafchildrencanspeak.com

Educator Tools

TEAM up with TimoDVD all ages

Language learning software that has vocabulary, stories, animated language tutor

with realistic facial expressionsButte

Educator Tools

Spanish Language BookletsSeries of 6 booklets written in Spanish about

introduction to hearing loss, essential information and about the ear

Butte

Educator Tools

Teaching the Kids with High Tech EarsVideoButte

Educator Tools

Multi- Message Talking Speech Mirror12x16 side by side with student

Records message up to 32 secondsMessage squares can hold own icons/pics

Educator Tools

Whisper Phoneacoustical voice feedback headset10x more clear hearing phonemes

Educator Tools

Listening Games for Littles 5 and UnderCD and book

Has games, craftsOrganized into levels to move progressively

along with listening skills

Educator Tools

Lip SyncPhoto cards used to teach mouth position and

phonics. The mouth position “moves” when the card is tilted

Educator Tools

No Glamour SetsArticulation book (348 pages) and CD K-6

Picture cards, scenes, word lists, sentences, activities, tracking sheet, can use with

individual or group. There is an entire series of No Glamour speech tools

Educator Tools

Speech Assessment System for Students who are Deaf and Hard of Hearing

BY Julie A. Hanks & John L. LucknerEasy assessment, clear defined goals

ages 2-10

Educator Tools

Speech Ways Home Therapy Program

Catalogs

Websites

www.juniorsweb.com- online activities for speech articulation

Websites

www.deafhomeschool.com - good information for parents even if not home schooling

Websites

www.listenup.org -speech activities

Websites

www.oraldeafed.org - can order kits of information for parents, educators, & health

care professionals

Websites

www.asha.org -American Speech and Language Hearing Association.The American

Speech-Language-Hearing Association (ASHA) is the professional, scientific, and

credentialing association for 140,000 members and affiliates who are audiologists, speech-language pathologists and speech,

language, and hearing scientists.

Websites

www.jtc.org -John Tracy Clinic. In southern CA. Offers free of charge parent centered service,

available on line as well. Has a great resources and links to other organizations

Websites

www.readcaptionsacrossamerica.orgRead Captions Across America provides loaned

captioned media for teachers and parents on a wide variety of subjects. Is part of Described

and Captioned Media Project

Websites

www.ncbegin.orgBeginnings for Parents of Children Who are

Deaf and Hard of Hearing

Websites

www.agbell.orgAlexander Graham Bell Association

Provides education and support and resources for parents of and children who are deaf and

hard of hearing

Websites

www.nad.orgNational Association for the Deaf

Mostly sign but really good for special education laws and civil rights

Websites

http://www.deaflibrary.orgMANY lists of resources for people with a hearing loss, organizations, schools, media,

support groups, culture, kids sites

Research

Auditory-Oral Education: Teaching Deaf Children To Talk

Jean Sachar Moog, M.S., Director, Moog Center for Deaf Education, St. Louis, MO

https://www.audiologyonline.com/articles/article_detail.asp?article_id=266

Research

The Seven Habits of Highly Effective Audiologists Who Serve Children

Linda M. Thibodeau, Ph.D., UT Dallas/Callier Center, Audiology Online Contributing Editor –

Pediatric Amplificationhttp://www.audiologyonline.com/articles/

article_detail.asp?article_id=1627

Research

Technology-Enhanced Shared Reading With Deaf and Hard-of-Hearing Children: The Role

of a Fluent Signing NarratorVannesa Mueller &Richard Hurtig

Early shared reading experiences have been shown to benefit normally hearing children. It has been hypothesized that hearing parents of deaf or hard-of-hearing children may be uncomfortable or may lack adequate skills to engage in shared reading activities. A factor that may contribute to the widely cited reading difficulties seen in the majority of deaf children is a lack of early linguistic and literacy exposure that come from early shared reading experiences with an adult who is competent in the language of the child. A single-subject-design research study is described, which uses technology along with parent

training in an attempt to enhance the shared reading experiences in this population of children. The results indicate that our technology-enhanced shared reading led to a greater time spent in shared reading activities and sign vocabulary

acquisition. In addition, analysis of the shared reading has identified the specific aspects of the technology and the components of the parent training that were used most often.

Journal Of Deaf Studies and Deaf Education 2010

Research

The Nature and Efficiency of the Word Reading Strategies of Orally Raised Deaf

Students Paul Miller

The main objective of this study was to unveil similarities and differences in the word reading strategies of orally raised individuals with prelingual deafness and hearing individuals. Relevant data were gathered by a computerized research

paradigm asking participants to make rapid same/different judgments for words. There were three distinct study conditions: (a) a visual condition manipulating the visual–perceptional properties of the target word pairs, (b) a phonological condition manipulating their phonological properties, and (c) a control condition. Participants were 31 high school and postgraduate

students with prelingual deafness and 59 hearing students (the control group). Analysis of response latencies and accuracy in the three study conditions suggests that the word reading strategies the groups relied upon to process the stimulus

materials were of the same nature. Evidence further suggests that prelingual deafness does not undermine the efficiency with which readers use these strategies. To gain a broader understanding of the obtained evidence, participants’

performance in the word processing experiment was correlated with their phonemic awareness—the hypothesized hallmark of proficient word reading—and their reading comprehension skills. Findings are discussed with reference to a

reading theory that assigns phonology a central role in proficient word reading. Journal Of Deaf Studies and Deaf Education 2009

Research

Phonological Awareness, Vocabulary, and Reading in Deaf Children With Cochlear

ImplantsCarol Johnson

Usha Goswami

Purpose: To explore the phonological awareness skills of deaf children with cochlear implants (CIs) and relationships with vocabulary and reading development.

Method: Forty-three deaf children with implants who were between 5 and 15 years of age were tested; 21 had been implanted at around 2.5 years of age (Early CI group), and 22 had been implanted at around 5 years of age (Late CI group). Two

control groups—a deaf hearing aided group (16 children) and a typically developing group of hearing children (19 children)—were also tested. All children received a battery of phonological processing tasks along with measures of

reading, vocabulary, and speechreading. Analyses focus on deaf children within the normal IQ range (n = 53).

Results: Age at cochlear implantation had a significant effect on vocabulary and reading outcomes when quotient scores were calculated. Individual differences in age at implant, duration of fit, phonological development, vocabulary development,

auditory memory, visual memory, and speech intelligibility were all strongly associated with progress in reading for the deaf implanted children. Patterns differed somewhat depending on whether quotient scores or standard scores were used.

Conclusions: Cochlear implantation is associated with development of the oral language, auditory memory, and phonological awareness skills necessary for developing efficient word recognition skills. There is a benefit of earlier implantation.

Research

The Development of Proto-Performative Utterances in Deaf Toddlers

Guido F. Lichtert & Filip T. Loncke PURPOSE: The purpose of this study was to examine and compare the development of proto-imperative and proto-

declarative utterances in normally developing, non-neonatally screened, profoundly deaf toddlers.

METHOD: Both types of proto-declarative are considered to be the most basic prelinguistic and early linguistic communicative functions. Eighteen normally developing, non-neonatally screened, profoundly deaf toddlers

participated in a longitudinal study. All children were enrolled in the same oral–aural home guidance program. At the time of the study, none of the children had received a cochlear implant. At the ages of 18, 24, and 30 months, proto-imperative utterances were elicited using an adapted version of M. Casby and J. A. Cumpata's (1986) Protocol for the

Assessment of Prelinguistic Intentional Communication. For eliciting proto-declarative intentions, a video clip was used.

RESULTS: Results revealed a significant increase in both frequency and level of utterances for both types of proto-performatives. Although there was a clear development from nonlinguistic toward linguistic communication, utterances

remained predominantly deictic–gestural for the imperative intentions and referential–gestural for declaratives.

CONCLUSIONS: The data support the notion from the literature that both types of performatives are susceptible to elicitation. Results also suggest that after neonatal screening, both total communication and oral–aural approaches

might accelerate conventionalization of the earliest communicative utterances of profoundly deaf toddlers.Journal of Speech, Language, and Hearing Research Vol.49 486-499 June 2006

Research

Speech Production in 12-Month-Old Children With and Without Hearing Loss

Richard S. McGowan & Susan Nittrouer & Karen Chenausky Purpose: The purpose of this study was to compare speech production at 12 months of age for children with hearing

loss (HL) who were identified and received intervention before 6 months of age with those of children with normal hearing (NH).

Method: The speech production of 10 children with NH was compared with that of 10 children with HL whose losses were identified (better ear pure-tone average at 0.5, 1, and 2 kHz poorer than 50 dB HL) and whose intervention

started before 6 months of age. These children were recorded at 12 months of age interacting with a parent. Three properties of speech production were analyzed: (a) syllable shape, (b) consonant type, and (c) vowel formant

frequencies.

Results: Children with HL had (a) fewer multisyllable utterances with consonants, (b) fewer fricatives and fewer stops with alveolar-velar stop place, and (c) more restricted front-back tongue positions for vowels than did the children

with NH.

Conclusion: Even when hearing loss is identified shortly after birth, children with HL do not develop speech production skills as their peers with NH do at 12 months of age. This suggests that researchers need to consider their

approaches to early intervention carefully.

Journal of Speech, Language, and Hearing Research Vol.51 879-888 August 2008

Research

Control of Voice-Onset Time in the Absence of Hearing

Harlan Lane & Joseph S. Perkell The relation between partial or absent hearing and control of the voicing contrast has long been of interest to

investigators, in part because speakers who are born deaf characteristically have great difficulty mastering the contrast and in part for the light it can cast on the role of hearing in the acquisition and maintenance of

phonological contrasts in general. One of the phonetic characteristics that distinguish voiced from voiceless

plosives in English (p/b, t/d, k/g) is voice onset time (VOT): the interval from plosive release to the onset of voicing of the following vowel. This article first reviews research on VOT anomalies in the speech production of

prelingually and postlingually deaf speakers. Then it turns to studies of the mechanisms in speech breathing, phonation and articulation that underlie those anomalies. In both populations of speakers, there is a tendency for

the difference between voiced and voiceless VOT to be reduced, to the point for many speakers that there is in effect a substitution of the voiced for the voiceless cognate. The separation of the cognate VOTs can be enhanced

when some hearing is restored with a cochlear implant. Both populations also present anomalies in speech breathing that can hinder the development of intraoral pressures and transglottal pressure drops that are required

for the production of the VOT contrast. Its successful management further requires critical timing among phonatory and articulatory gestures, most of which are not visible, rendering the VOT contrast a particular

challenge in the absence of hearing.Journal of Speech, Language, and Hearing Research Vol.48 1334-1343 December 2005

ResearchRelationships Among Speech Perception, Production, Language, Hearing Loss, and Age in

Children With Impaired Hearing Peter J. Blamey & Julia Z. Sarant & Louise E. Paatsch & Johanna G. Barry & Catherine P. Bow & Roger J. Wales &

Maree Wright & Colleen Psarros & Kylie Rattigan & Rebecca Tooher Eighty-seven primary-school children with impaired hearing were evaluated using speech perception, production, and

language measures over a 3-year period. Forty-seven children with a mean unaided pure-tone-average hearing loss of 106 dB HL used a 22-electrode cochlear implant, and 40 with a mean unaided puretone-average hearing loss of 78 dB HL were fitted with hearing aids. All children were enrolled in oral/aural habilitation programs, and

most attended integrated classes with normally hearing children for part of the time at school. Multiple linear regression was used to describe the relationships among the speech perception, production, and language

measures, and the trends over time. Little difference in the level of performance and trends was found for the two groups of children, so the perceptual effect of the implant is equivalent, on average, to an improvement of about 28

dB in hearing thresholds. Scores on the Peabody Picture Vocabulary Test (PPVT) and the Clinical Evaluation of

Language Fundamentals showed an upward trend at about 60% of the rate for normally hearing children. Rates of improvement for individual children were not correlated significantly with degree of hearing loss. The children

showed a wide scatter about the average speech production score of 40% of words correctly produced in spontaneous conversations, with no significant upward trend with age. Scores on the open-set Consonant-Nucleus-Consonant (CNC) monosyllabic word test and the Bench-Kowal-Bamford (BKB) sentence test were

strongly related to language level (as measured by an equivalent age on the PPVT) and speech production scores

for both auditory-visual and auditory test conditions. After allowing for differences in language, speech perception scores in the auditory test condition showed a slight downward trend over time, which is consistent with the

known biological effects of hearing loss on the auditory periphery and brainstem. Speech perception scores in the auditory condition also decreased significantly by about 5% for every 10 dB of hearing loss in the hearing aid

group. The regression analysis model allows separation of the effects of language, speech production, and hearing levels on speech perception scores so that the effects of habilitation and training in these areas can be

observed and/or predicted. The model suggests that most of the children in the study will reach a level of over 90% sentence recognition in the auditory-visual condition when their language becomes equivalent to that of a normally

hearing 7-year-old, but they will enter secondary school at age 12 with an average language delay of about 4 or 5 years unless they receive concentrated and effective language training. Journal of Speech, Language, and Hearing

Research Vol.44 264-285 April 2001

Research

Beginning to Communicate After Cochlear Implantation -Oral Language Development

in a Young Child David J. Ertmer & Lynette M. Strong & Neeraja Sadagopan

This longitudinal case study examined the emergence of a wide range of oral language skills in a deaf child whose cochlear implant was activated at 20 months. The main purposes of this study were to determine "Hannah's" rate

of spoken language development during her second to fourth year of implant experience and to estimate the efficiency of her progress by comparing her performance to that of typically developing children. Mother-child

interactions were also examined to determine changes in Hannah's communication competence. Normal or above-normal rates of development were observed in the following areas: (a) decreased production of nonwords, (b)

increased receptive vocabulary, (c) type-token ratio, (d) regular use of word combinations, and (e) comprehension

of phrases. Below-normal rates of development were observed in the following areas: (a) speech intelligibility, (b) number of word types and tokens, and (c) mean length of utterance in morphemes. Analysis of parent-child

interactions showed a large increase in responses to questions during the third year of implant use. Data from Hannah's first post-implantation year (D. J. Ertmer & J. A. Mellon, 2001) indicated that some early language

milestones were attained quite rapidly (e.g., canonical vocalizations and emergence of first word combinations). In contrast, the current study revealed that progress had slowed for related, but more advanced skills (e.g.,

production of intelligible speech and consistent use of word combinations). These changes in rate of development suggest that any advantages for language learning due to Hannah's advanced maturity (or other unknown factors)

decreased with time and increasing-linguistic complexity.Journal of Speech, Language, and Hearing Research Vol.46 328-340 April 2003