Speech Reading
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Created by:
lauren_429 on October 12, 2010
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114 terms
Terms | Definitions |
|---|---|
 Speech Reading dates back to... | the 16th century and was a big part of oral education |
| Speech Reading Methods (4) | Jena, Mueller-Walle, Nitchie Method, Kinzie Method |
| Jena | started in the 1870's in germany for deaf and hard of hearing adults. It uses drills and memorization, incorporated kinesthesis ,imitation, and rhythm.(Bunger) |
| Mueller-Walle | started in the 1900 in Germany but appeared in US by 1902. It was a six week course focusing on syllable drills and rhythmic speech. Visible to less visible progression. (Bruhn) |
| Nitchie Method | Started in 1912 and it utilized a mirror and the analytic approach. Later it used the synthetic approach to grasp language as whole expressions. (psychological principles used to form training methods) (Nitchie) |
| Kinzie Method | Started in 1931 based of the the Nitchie method. Utilized Nitchie and Mueller-Walle's method to develop a graded series of speech reading(Kinzie) |
| Words can be similar on the lips | face and vase, ghost and coast. |
| How many hearing impairments are accompanied by visual impairments | 38-50% in 1981 a survey was conducted by Campbell |
| Auditory plus Vision | individuals preform better with auditory and visual information is available for communication Speech recognition- 50% Speechreading score- 20% Combined Visual/Auditory=90% |
| Bruhn, Kinzie, and Nitchie | all had hearing until adulthood and then had sudden lost. They sought assistance and developed their methods |
| Analytic approach | provide each of the basis parts before the whole can be identified. Syllable is main focus (bruhn & Jena method) |
| Synthetic Approach | perception of the whole is paramount to perception of the basic parts. Sentence is basic unit (nitchie and kinzie methods) |
| Holistic Approach | increase knowledge of speech reading, create strategies, increase confidence, increase tolerance, increase goal setting, increase motivation |
| Develop speech reading skills | instruction, reflect on habits and goals, identify difficulties, formal lessons |
| Synthetic Speech reading objectives | follow direction using a closed set, chose illustration from similar and non sets, listen and lipread, speech read a paragraph then answer questions |
| Cochlear implant created | winds of change. |
| Three leading countries in Cochlear implant | Australia, Europe, and Us |
| Three manufacturers | Cochlear, Advanced Bionics, and Med El |
| Number of Electrodes | varies between 22 and 24 |
| What two things are done by audiologist | mapping and programing |
| Oral communication | only uses verbal methods |
| Total communication | use sign in conjunction with speech |
| Simultaneous Communication | is a more precise term meaning talking and signing at the same time |
| Parents with deaf children are most likely | hearing. 90% of deaf children come from hearing parents |
| Children with implants have better | reading and achievement scors |
| Physiologic Zone | neural survival inner ears's ability to sort and manage the signals |
| intervention zone | candidacy, device management and habillitation |
| Candidacy factors | age at implant, duration of deafness, cochlear structure, use of hearing, pressence of sophistication in language, pressence of second language, pressence of disabilities, family support, expectations of parents, educational environment, and availability of support |
| Parents and the success of their children | Parents must be active participants to contribute to the success of the child's overall development |
| 3 factors of Perceptual Proficiency | visual perception, speed of perception and peripheral perception |
| visual perception | ability to identify speech sounds |
| speed of perception | ability to identify speech sounds rapidly |
| peripheral perception | ability to gain info from face and setting when the focus is on the mouth |
| Synthetic ability | Perceptual closure & conceptual closure |
| perceptual closure | ability to identify parts and patterns: organization and grouping of elements, conjectural perceptions, identification of patterns |
| Conceptual closure | ability to identify the message: association of ideas, conjectural closures, identification of the message, involves abstract inductive reasoning, |
| Abstract inductive reasoning | rhythm of speakers speech and verbal inductive reasoning, social awareness and knowledge of topic |
| conjectural | mentally filling in missing elements |
| Flexibility | ability to revise tentative closures if the first decisions do not result in appropriate and meaningful message |
| flexibility process | revision of perceptual closures, conceptual closures and ability to make educated guesses |
| secondary factors | training, language comprehension, and emotional attitudes |
| Training | amount(age when training occured) and kind of hearing loss |
| Language Comprehension | structures, lexicon and idiomatic expressions. |
| structure | morphology and syntax |
| Lexicon | collection of words/ internal dictionary |
| Idiomatic expression | it's raining cats and dogs. |
| Emotional Attitudes | self-concept, reaction to frustration, motivation, willingness to inform communication partners, self advocacy and willingness to inform communication |
| Other factors( separate from the speech reader) | characteristics, environment, message |
| Characteristic | articulation of speech, lip movements, rate of speech, dialect, presence of distracting head, facial expressions, speech reader's familiarity, visibility of face, facial hair and teeth structure |
| Environment | distance from speech reader, lighting, distractions |
| Message | Visibility of speech sounds, homophenous words, knowledge of topic of conversation |
| closed set | is the set of choices or possible answers that should be known before listening( dressing bear ) short vs long |
| Parameters of pattern perception | items in a set should increase |
| Ongoing stage of pattern perception | syllable structure. jeep vs ambulance |
| Role of speech in listening activities | child needs to take turns during speech activities |
| Closed sets and segmental identification | when success occurs increase the size of the set and use different words with more similar sounds |
| Auditory comprehension | final developmental stage in listening |
| Parent-Child Activities | initial book reading for post implant children maybe done face to face |
| power of parent at home | parents shouldn't underestimate the power they have on their childrens listening lives |
| English as an Oral language | despite the fact that it has a written form it can be accesed visually it was designed to be heard and spoken |
| Learning language | languages are not taught to young children, children learn language through every day use |
| Cued speech | set of hand symbols to support the recognition of the spoken english through speech reading |
| Cochlear implant for language learning | has four principles |
| Principle one | there is a unique relationship between listening and languag |
| principle two | the world is a place to be narrated, parents who continually narrate and offer commentary |
| Principle three | Every opportunity for speaking |
| Principle four | Language growth occurs through exchanges with a mature language |
| inclusion | the philosophy of inclusion is based on the belief that a student's primary point of service delivery is in the general education classroom |
| Educational choices | schools for deaf children, schools for deaf using ASL, Private oral schools, day school with sim com, regional programs and self-contained classes within a public school for children with implants |
| Characteristics of schools that support children with Implants | teachers and auxillary personnel are knowledge of audiotry skills development and make a commitment to integrate opportunities for listening and speaking into every day routine |
| AV techniques | Hand cue, pause time, use parent as model, following child, acoustical highlighting, acoustical spacing, expansion |
| AV principles and Practices | Early identification, best technology, connect sound with meaning, teach child to respond to sound, follow normal development problems and mainstream child. |
| Children's brains are | wired for learning language through sound. This is how they naturally acquire it |
| AV | develops use of residual heating to develop listening skills. requires intense participation, follows natural progression promotes mainstreaming |
| Oral approach | relies on speech reading and visual cues to teach spoken language, promotes mainstreaming |
| Lip reading is taught by | Print, TV, video tapes and computer technolgy |
| How many computer programs are available | 7 in the world (bloomsburg is one) |
| Advantages to self taugh | Privacy Non-obligatory Non-threatening environment of home Flexibility of learning ease of access |
| children learn language through | the auditory channel |
| Av therapists | follow the lead of the child, focuses on appropriate vocalizations, notice what the child notices, work at phrase level, expand what the child has said, work above the level to encourage growth, and use repition |
| BEEBE program | sets of cards with pictures that take the hearing impaired child from babble to phrase |
| Inventor of Cued speech | Dr. Orin Cornett |
| Cued Speech | use of hand cues to reduce confusion produced by homophenous words. |
| Cued speech contains | four hand positions, eight hand shapes, it's used as an aid to speech reading and is considered a manual mode |
| considerations when choosing: | Age of hearing loss, age of amplification, degree/ configuration, intelligence and responsibility of parents |
| Age of hearing loss | loss before language requires more work |
| age of amplification | amplified earlier will develop language faster |
| degree/configuration of loss | mild can obtain language through amplification, severe will require work |
| Intelligence/ innate abilities | children with higher ability levels can obtain language quicker |
| Responsibility of parents | parents must devote time and effort |
| With the AV approach | listening should be incorporated into the child's total personality |
| unisensory approach | child must lock in using listening skills |
| specific techniques | use of hand cue, acoustical highlighting, and acousitcal spacing |
| specific cirriculum | follows normal language progression |
| cochlear implant rehabilitation | developed by AV international |
| emphasis on phrase level | used to motivate language. communicative intent is supposed to be meaningful and communications is the priority |
| intense and diagnostic individual AV | child and parent. Parent instruction on facilitating speech |
| AV protocol | parents who chose AV have a dream for their child. |
| hand cue | sign that you are talking and that it is childs turn to speak |
| pause time | wait for child to vocalize |
| using parent as model | the parent can give response first |
| following child | therapist follow the childs lead whenever appropriate |
| acoustical highlighting | target word in a phrase maybe given more acoustical properties and emphasis |
| acoustical spacing | target words need a fraction of silence before them |
| putting communication | take utterance made by child and transform it into langagu |
| exapnsion | expand on child's languag |
| making choices | makes choices back on auditory info |
| AV international | heighten public awareness, ensure certification, provide quality education, and facilitate netwoks |
| Speech Reading is the process | of understanding a speaker by watching his mouth movements, facial expressions, gestures and body language |
| Body language | form of gesture, movement of body |
| contextual clues | indicators of what the speaker is saying based on topic |
| facial expressions | movements of parts of the face to convey feeling |
| speech reading | understanding what a person is saying by observing lip movement |
| synthetic abilitiy | correctly identify a spoken message by reading facial expression |
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