The Essential Likenesses and Differences in Teaching Lip Reading to the Deaf and the Hard of Hearing

1938 ◽  
Author(s):  
Clara E. Newlee
Keyword(s):  
Hard Of Hearing ◽  
Lip Reading

The Role of Speechreading in Literacy Acquisition and Development of Deaf and Hard-of-Hearing Readers

2020 ◽  
pp. 250-264
Author(s):  
Fiona Elizabeth Kyle
Keyword(s):  
Phonological Awareness ◽  
Hard Of Hearing ◽  
Literacy Acquisition ◽  
Good Readers ◽  
Reading Remediation ◽  
Visual Access ◽  
Lip Reading ◽  
Potential Reading ◽  
The Relationship

Historically, speechreading (silent lip-reading) is a skill typically associated with deaf or hard-of-hearing (DHH) people accessing spoken language. There is increasing research evidence that speechreading ability is important for reading development in DHH children, even in children who sign. This chapter will argue that DHH children who are good speech readers are good readers because speechreading provides visual access to spoken phonology, enabling them to develop phonological awareness skills. This chapter will explore the relationship between speechreading, reading, and phonological awareness in DHH children and consider whether it differs as a function of language preferences and type of amplification aid used. It will discuss the theoretical and practical implications of the role of speechreading in literacy acquisition with reference to potential reading remediation for DHH children.

De Spraak- en Taalgestoorde Mens

1978 ◽  
Vol 4 ◽  
pp. 150-159
Author(s):  
Bernard T. Tervoort
Keyword(s):  
Hard Of Hearing ◽  
Social Communication ◽  
Background Noise ◽  
Emotionally Disturbed ◽  
Language Fluency ◽  
Speech And Language ◽  
Word Finding ◽  
The Poor ◽  
Lip Reading ◽  
Speech Defects

Confrontation with deviant, unexpected behavior often leads to uneasiness, uncertainty and fear, and, finally, to discrimination. People with speech defects or language disturbances are different because they sound different; they can even sound slightly frightening sometimes, but they are completely harmless and certainly not half-witted. This paper presents some general advice and some specific recommendations for encounters with those people. Generally: focus on the content of the conversation and try to forget what is wrong with the presentation; never raise your voice unnaturally; do not simulate understanding; if you want to help in cases of misunderstanding, paraphrase in simple words and short sentences what you think your partner intends to say; as far as your own speech is concerned, speak slowly and simply and do not overarticulate; finally, use of mimics, pantomime, gestures and the like is helpful. Specifically: aphasies all have word-finding difficulties and often use the wrong word. Some of them (Wernicke a.) have more speech and language fluency, others (Broca a.) have less, but this does not correlate with their capacity for understanding language. They can be emotionally disturbed, and they all need social communication. People who are hard of hearing obtain their language in-formation from both their ears and their eyes, through lip-reading, Make sure your mouth is clearly visible; avoid background noise, and keep your head still. With the deaf, misunderstandings are sometimes unavoidable: let your deaf part-ner handle such instances, for he has the experience. Be aware of the language disturbance (mostly syntactic) that can occur besides the poor speech. Finally: do not begrudge the deaf their own manual communication (if they want to use it) among themselves.

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