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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 Approach BY Diane Klein and Elizabeth Parker - PowerPoint PPT Presentation
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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.deafhomeschool.com - good information for parents even if not home schooling
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