The relationship between speechreading and reading in deaf children
|
|
- Lester Armstrong
- 6 years ago
- Views:
Transcription
1 The relationship between speechreading and reading in deaf children Mairéad MacSweeney*, Fiona Kyle, Margaret Harris, Charles Hulme & Hannah Pimperton *UCL Institute of Cognitive Neuroscience and ESRC Deafness, Cognition and Language (DCAL) Research Centre
2 Reading Age (months) Despite normal NVIQ, reading is difficult for most deaf children (di Francesca, 1972; Conrad, 1979; Wauters et al., 2006; Qi & Mitchell, 2011) Chronological Age (months) 7-8 year olds (Kyle & Harris, 2006)
3 Why is reading difficult for a deaf child? Deaf children must learn to read a spoken language Access to all levels of spoken language can be limited for deaf children
4 Simple View of Reading (Rose, 2006)
5 - Simple View of Reading (Rose, 2006) Language Comprehension Skills + Dyslexic Readers Typical Readers - + Decoding Skills General Poor Readers Poor Comprehenders
6 Predictors of early word reading In hearing children - very well-established (e.g. Lervag & Hulme, 2009; Kirby et al., 2010; Caravolas et al., 2012) : Letter-sound knowledge, phonological awareness, RAN (processing speed)
7 Predictors of early word reading In hearing children - very well-established (e.g. Lervag & Hulme, 2009; Kirby et al., 2010; Caravolas et al., 2012) : Letter-sound knowledge, phonological awareness, RAN (processing speed) Situation much less clear for deaf children
8 Many different factors predict reading proficiency in deaf children Growing evidence suggesting speechreading (lipreading) plays a role.. positive correlations (e.g, Mohammed et al., 2006; Geers & Moog, 1989; Kyle et al., 2015; Rodriguez_Ortiz et al., 2015 (Spanish deaf children)
9 RIDD, 2015
10 Many different factors predict reading proficiency in deaf children Growing evidence suggesting speechreading (lipreading) plays a role.. positive correlations (e.g, Mohammed et al., 2006) longitudinal studies (e.g., Kyle & Harris, 2010; 2011)
11 cat c-a-t cat Longitudinal studies suggest this relationship is mediated by phonological awareness (Kyle and Harris, 2010; 2011)
12 Articulation cat c-a-t cat Orthography Residual auditory input
13 cat c-a-t cat rhyme? kite right with right phonological awareness task rhymes - - non-rhymes Deaf adults - good readers MacSweeney et al., JoCN, 2013 Hearing adults - good readers Do the English labels for these pictures rhyme? Deaf adults - good readers MacSweeney et al., Brain, 2009 Hearing adults - good readers
14 Can speechreading training lead to gains in reading? Speechreading Phonological representations Reading
15 18 mths of development of training games Cyclical piloting, playtesting and refinement to ensure games were intuitive with no language instruction Development of adaptive algorithms Collection of data to inform game algorithms Paul Iverson (UCL)
16 single words Speechreading training
17 Segmenting and blending Speechreading training
18 Randomised Controlled Trial
19 Number and Maths
20 Randomised Controlled Trial 10 mins a day 4 days a week for 12 weeks
21 Randomised Controlled Trial
22 5-7 years old (mean 6yrs 1mth, sd = 8 mths) Participants (N=66, across 31 schools) Severe or profound deafness; onset before 12 months Device use Cochlear implants (49%); hearing aids (45%); none (6%) Classroom communication BSL (19%); sign and speech (49%); speech alone (32%)
23 CONSORT 2010 Flow Diagram Enrollment Assessed for eligibility (n=70) Excluded (n=4) Not meeting inclusion criteria (n=3) Declined to participate (n=0) Insufficient functional language (n=1) Randomized (n=66) Allocated to speechreading intervention (n=33) Allocation Allocated to maths intervention (n=33) Lost to follow-up (prolonged period of hospitalisation) (n=1) Follow-Up Lost to follow-up (left country) (n=1) Included in Intention to Treat analyses (n=32) Excluded from analysis (n=0) Included in > 85% completed analyses (n= 20) Excluded from analysis (n=12) Analysis Included in Intention to Treat analyses (n=32 ) Excluded from analysis (n=0) Included in > 85% completed analyses (n= 20) Excluded from analysis (n=12)
24
25 Gains from speechreading training? Speechreading Phonological representations Reading
26 EDITED UNPUBLISHED DATA
27 Fiona Kyle City University Hannah Pimperton Charles Hulme Margaret Harris Oxford Brookes University Thank you Amelia Ralph-Lewis Indie Beedie
LITERACY FOR DEAF CHILDREN: THE ESSENTIALS MARGARET HARRIS EMMANOUELA TERLEKTSI FIONA KYLE
LITERACY FOR DEAF CHILDREN: THE ESSENTIALS MARGARET HARRIS EMMANOUELA TERLEKTSI FIONA KYLE The Simple View of reading (Gough & Tumner, 1986) Decoding + Comprehension Reading Phonological skills Vocabulary
More informationPutting research findings on deaf children's literacy into practice
Academic excellence for business and the professions Putting research findings on deaf children's literacy into practice Saturday 14 th May 10.00-3.30 Overview of reading development in deaf and hearing
More informationOverview of research findings on word decoding in deaf children
Academic excellence for business and the professions Overview of research findings on word decoding in deaf children Putting Research into Practice Workshop May 2016 Fiona Kyle Fiona.kyle.1@city.ac.uk
More informationDeaf children s reading compared with hearing dyslexic children
Academic excellence for business and the professions Deaf children s reading compared with hearing dyslexic children Ros Herman, Penny Roy, Fiona Kyle Study aims 1. Try out tests used to identify dyslexia
More informationRachel Rees, University College London Cate Calder, Cued Speech Association UK
Rachel Rees, University College London Cate Calder, Cued Speech Association UK In reviewing a range of studies, Stanovich (1993) states that one of the most wellestablished conclusions in the behavioural
More informationMULTI-CHANNEL COMMUNICATION
INTRODUCTION Research on the Deaf Brain is beginning to provide a new evidence base for policy and practice in relation to intervention with deaf children. This talk outlines the multi-channel nature of
More informationMulti-modality in Language. Bencie Woll Deafness Cognition and Language Research Centre, UCL
Multi-modality in Language Bencie Woll Deafness Cognition and Language Research Centre, UCL 1 Language evolved, develops, and is processed in rich multimodal settings 2 Language and Communication Human
More informationWelcome to DCAL s enewsletter
Issue 13 October 2013 Welcome to DCAL s enewsletter In this edition -Why impact matters -Family Sign Language Curriculum -BSL production test -Speechreading -TISLR conference -Event with Embassy of Japan
More informationThe Deaf Brain. Bencie Woll Deafness Cognition and Language Research Centre
The Deaf Brain Bencie Woll Deafness Cognition and Language Research Centre 1 Outline Introduction: the multi-channel nature of language Audio-visual language BSL Speech processing Silent speech Auditory
More informationThe neural basis of sign language processing
What do we know about neural basis of speech processing? The neural basis of sign language processing Image from Demonet et al., 2005 Mairéad MacSweeney UCL Institute of Cognitive Neuroscience and ESRC
More informationReading and Dyslexia in Deaf Children
Reading and Dyslexia in Deaf Children Dr Rosalind Herman Professor Penny Roy Dr Fiona Kyle City, University of London Q: What measures can be used to identify dyslexia in deaf children? How does reading
More informationLongitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers
Journal of Deaf Studies and Deaf Education Special Section on Literacy Longitudinal Patterns of Emerging Literacy in Beginning Deaf and Hearing Readers Fiona E. Kyle*,1, Margaret Harris 2 1 University
More informationLiteracy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing Harris, Margaret; Terlektsi, Maria; Kyle, Fiona
Literacy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing Harris, Margaret; Terlektsi, Maria; Kyle, Fiona DOI: 10.1044/2016_JSLHR-H-15-0403 License: None: All rights reserved Document
More informationPhonological awareness and early reading skills in children with cochlear implants
See discussions, stats, and author profiles for this publication at: http://www.researchgate.net/publication/262694779 Phonological awareness and early reading skills in children with cochlear implants
More informationBilingualism: Part II. ASL/English Bilingual Education. ASHA Convention 2006 Susanne Scott
Bilingualism: Part II ASL/English Bilingual Education ASHA Convention 2006 Susanne Scott Laurent Clerc National Deaf Education Center Gallaudet University Agenda Who We Are Language Planning at the Laurent
More informationA comparison of deaf and hearing children s reading comprehension profiles. Fiona E. Kyle 1 and Kate Cain 2
1 A comparison of deaf and hearing children s reading comprehension profiles Fiona E. Kyle 1 and Kate Cain 2 1 Dr Fiona E Kyle, Ph.D. Division of Language and Communication Science, City University London
More informationUsing Cued Speech to Support Literacy. Karla A Giese, MA Stephanie Gardiner-Walsh, PhD Illinois State University
Using Cued Speech to Support Literacy Karla A Giese, MA Stephanie Gardiner-Walsh, PhD Illinois State University Establishing the Atmosphere What is this session? What is this session NOT? Research studies
More informationPredictors of early reading skills in 5-year-old children with hearing loss who use spoken language
Author(s): Cupples, L. ; Ching, T. ; Crowe, K.M. ; Day, J. ; Seeto, M. Title: Predictors of early reading skills in 5-year-old children with hearing loss who use spoken language Journal: Reading Research
More informationConcurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children
Empirical Articles Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children Fiona E. Kyle Centre for Neuroscience in Education, Faculty of Education,
More informationCOSD UNDERGRADUATE COURSES
COSD UNDERGRADUATE COURSES 10303 SURVEY OF COMMUNICATION DISORDERS. Survey of disorders of articulation, language, stuttering, voice and hearing. 10343 BASIC SIGN LANGUAGE. An introductory course in signing
More informationProfessor Brenda Schick
Fingerspelling and Phonological Awareness: An Intervention to Improve Phonological Awareness in Fingerspelling as an Alternative Pathway to Literacy in Deaf and Hard-of-Hearing Children Professor Brenda
More informationQuestion 2. The Deaf community has its own culture.
Question 1 The only communication mode the Deaf community utilizes is Sign Language. False The Deaf Community includes hard of hearing people who do quite a bit of voicing. Plus there is writing and typing
More informationFOUNDATIONS FOR LITERACY: AN EARLY LITERACY INTERVENTION FOR DHH CHILDREN
FOUNDATIONS FOR LITERACY: AN EARLY LITERACY INTERVENTION FOR DHH CHILDREN Amy Lederberg, Susan Easterbrooks, Stacey Tucci, Victoria Burke, Elizabeth Miller Georgia State University Carol Connor, Arizona
More informationA Randomized- Controlled Trial of Foundations for Literacy
A Randomized- Controlled Trial of Foundations for Literacy Dr. Stacey Tucci Georgia Pathway July 2018 Texas Statewide Conference on Education of the Deaf (SWCED) Funded by US Dept of Education Institute
More informationTExES Deaf and Hard-of-Hearing (181) Test at a Glance
TExES Deaf and Hard-of-Hearing (181) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name
More informationCued Speech and Cochlear Implants: Powerful Partners. Jane Smith Communication Specialist Montgomery County Public Schools
Cued Speech and Cochlear Implants: Powerful Partners Jane Smith Communication Specialist Montgomery County Public Schools Jane_B_Smith@mcpsmd.org Agenda: Welcome and remarks Cochlear implants how they
More informationHappy! Who Are We? 3/9/2015
Happy! Considerations for ASL and Spoken English Bilingual Development in Young Children Who are Deaf or Hard of Hearing: An Overview Debra Trapani &Rebecca Stevener EHDI Pre-Conference Workshop March
More informationREADING COMPREHENSION AND PHONICS RESEARCH ON DEAF STUDENTS: WHY REPORTED RELATIONSHIPS MAY BE SPURIOUS
READING COMPREHENSION AND PHONICS RESEARCH ON DEAF STUDENTS: WHY REPORTED RELATIONSHIPS MAY BE SPURIOUS Pamela Luft Kent State University ABSTRACT Statistical correlations of phonics (acquired quickly)
More informationPredicting the ability to lip-read in children who have a hearing loss
Washington University School of Medicine Digital Commons@Becker Independent Studies and Capstones Program in Audiology and Communication Sciences 2006 Predicting the ability to lip-read in children who
More informationA note of compassion, and a note of skepticism
Language Impairment Language problems Several conditions are related to difficulties in spoken language acquisition: Hearing impairment Intellectual impairments Autism/PDD Specific language impairment
More informationWhy Johnny Can Read Barbara Caldwell Reading Research: Models and Theories
Cued Speech Journal V 1994 p55-64 1994 National Cued Speech Association, Inc. Why Johnny Can Read Barbara Caldwell Research indicates that profoundly deaf students with experience in Cued Speech read on
More informationTerminology. Education of Deaf and Hard of Hearing Children ADA (PL , 1990) WHO (1980) WHO (1999) WHO (1999) SPA Lundeen!
SPA 608 - Lundeen! Terminology Education of Deaf and Hard of Hearing Children! Disorder! Impairment! Disability! Handicap 1! 2! ADA (PL101-336, 1990) WHO (1980)! The term disability means, with respect
More informationProduction of Stop Consonants by Children with Cochlear Implants & Children with Normal Hearing. Danielle Revai University of Wisconsin - Madison
Production of Stop Consonants by Children with Cochlear Implants & Children with Normal Hearing Danielle Revai University of Wisconsin - Madison Normal Hearing (NH) Who: Individuals with no HL What: Acoustic
More informationThe Phonemic Awareness Skills of Cochlear Implant Children and Children with Normal Hearing in Primary School
Iranian Rehabilitation Journal, Vol. 13, Issue 4, Winter 2015 Original Article The Phonemic Awareness Skills of Cochlear Implant Children and Children with Normal Hearing in Primary School Aliakbar Dashtelei
More informationEarly Educational Placement and Later Language Outcomes for Children With Cochlear Implants
Otology & Neurotology 31:1315Y1319 Ó 2010, Otology & Neurotology, Inc. Early Educational Placement and Later Language Outcomes for Children With Cochlear Implants *Jean Sachar Moog and Ann E. Geers *Moog
More informationBSL Acquisition and Assessment of Deaf Children - Part 2: Overview of BSL Assessments. Wolfgang Mann
BSL Acquisition and Assessment of Deaf Children - Part 2: Overview of BSL Assessments Wolfgang Mann A brief history Ê For a long time, language assessment of deaf children was rarely addressed by researchers.
More informationCHARACTERISTICS OF STUDENTS WHO ARE: DEAF OR HARD OF HEARING
CHARACTERISTICS OF STUDENTS WHO ARE: DEAF OR HARD OF HEARING 1. In General: An estimated twenty one million Americans have some degree of hearing loss, mild to severe. Of the 60,000+ students identified
More informationA is not only for Apple: Through Early Accessible Language Instruction using a Bilingual Approach. EHDI Conference 2010 Chicago, g, IL
A is not only for Apple: Developing Cognitive i Flexibility Through Early Accessible Language Instruction using a Bilingual Approach Kristin A. Di Perri, Ed.D. EHDI Conference 2010 Chicago, g, IL What
More informationDeafness Signed Language and Cochlear Implants
Deafness Signed Language and Cochlear Implants David P. Corina Ph.D. Center for Mind and Brain Departments of Linguistics and Psychology University of California. Davis National Science Foundation Outline
More informationA Structured Language Approach to Teach Language and Literacy to Hearing and Visually Impaired Pupils with Autism
A Structured Language Approach to Teach Language and Literacy to Hearing and Visually Impaired Pupils with Autism Enid Wolf-Schein Rhonda Bachmann Christine Polys Ruth Rogge Purpose of Presentation This
More informationIssues and challenges facing services and Teachers of the Deaf. What the latest data is telling us
Issues and challenges facing services and Teachers of the Deaf What the latest data is telling us Using data 3 big questions 1) What more can we do to raise the achievement of deaf children and young people?
More informationCochlear Implants: The Role of the Early Intervention Specialist. Carissa Moeggenberg, MA, CCC-A February 25, 2008
Cochlear Implants: The Role of the Early Intervention Specialist Carissa Moeggenberg, MA, CCC-A February 25, 2008 Case Scenario 3 month old baby with a confirmed severe to profound HL 2 Counseling the
More informationLiteracy Skills of Preschool Children with Hearing Loss
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 5-2013 Literacy Skills of Preschool Children with Hearing Loss Nicole Sanders Utah State University Follow
More informationReading and Spelling Abilities of Deaf Adolescents with Cochlear Implants and Hearing Aids
Page of Manuscripts submitted to Journal of Deaf Studies and Deaf Education 0 0 0 0 0 Reading and Spelling Abilities of Deaf Adolescents with Cochlear Implants and Hearing Aids Eighty six deaf children
More informationCurriculum-embedded Auditory Training for School Age Children with Hearing Loss
Curriculum-embedded Auditory Training for School Age Children with Hearing Loss Teris Schery, Ph.D. & Gail Zika, M.E.D. Vanderbilt University, Nashville, TN Introduction: Collaboration between SLPs and
More informationHearing Impaired K 12
Hearing Impaired K 12 Section 20 1 Knowledge of philosophical, historical, and legal foundations and their impact on the education of students who are deaf or hard of hearing 1. Identify federal and Florida
More informationElizabeth Adams Costa, PhD Kate Maina, MHS Nancy Mellon, MS Christine Mitchell, MS Meredith Ouellette, MS Sharlene Wilson Ottley, PhD
Elizabeth Adams Costa, PhD Kate Maina, MHS Nancy Mellon, MS Christine Mitchell, MS Meredith Ouellette, MS Sharlene Wilson Ottley, PhD Disclosure Full-time employee of The River School No other relevant
More informationSpeechreading (Lipreading) Carol De Filippo Viet Nam Teacher Education Institute June 2010
Speechreading (Lipreading) Carol De Filippo Viet Nam Teacher Education Institute June 2010 Topics Demonstration Terminology Elements of the communication context (a model) Factors that influence success
More informationComparison of reading comprehension and working memory in hearing-impaired and normal-hearing children
Audiol. 2013;22(1):67-74. Research Article Comparison of reading comprehension and working memory in hearing-impaired and normal-hearing children Mohammad Rezaei 1, Vahid Rashedi 1, Laya Gholami Tehrani
More informationThere are often questions and, sometimes, confusion when looking at services to a child who is deaf or hard of hearing. Because very young children
There are often questions and, sometimes, confusion when looking at services to a child who is deaf or hard of hearing. Because very young children are not yet ready to work on specific strategies for
More informationPrint Awareness Skills of Children with Hearing Loss. Emily Lund, MS, CCC-SLP, Krystal Werfel, MS, CCC-SLP, & C. Melanie Schuele, PhD, CCC-SLP
Print Awareness Skills of Children with Hearing Loss Emily Lund, MS, CCC-SLP, Krystal Werfel, MS, CCC-SLP, & C. Melanie Schuele, PhD, CCC-SLP Automatic recognition (Scarborough, 1999) Emergent Literacy
More informationFamily-centered early intervention for families and children who are deaf or hard of hearing
Family-centered early intervention for families and children who are deaf or hard of hearing Christine Yoshinaga-Itano, Ph.D. University of Colorado, Boulder Best Practice Matters Family-centered early
More informationKarla Giese What Is Cued Speech?
Karla Giese, MA, is director of Student Support Services at the Alexander Graham Bell Montessori School- Alternatives in Education for Hard of Hearing and Deaf Individuals as well as coordinator of CHOICES
More informationInternational Academic Research Journal of Social Science 1(2) 2015 Page
International Academic Research Journal of Social Science 1(2) 2015 Page 206-210 Systematic Phonics Intervention and its impact on the Development of Phonics Skills and Speech Perception among Children
More informationOral Presentation #5 Clinical Analysis of Speech Rhythms in Language Development using MATLAB
Oral Presentation #5 Clinical Analysis of Speech Rhythms in Language Development using MATLAB Ben Christ, Madeline Girard, Zeynep Sayar, Cathleen Trespasz Problem Statement Preliminary research has been
More informationREADING FLUENCY IN CHILDREN USING COCHLEAR IMPLANTS AND HEARING AIDS: A STANDARD GROUP COMPARISON
READING FLUENCY IN CHILDREN USING COCHLEAR IMPLANTS AND HEARING AIDS: A STANDARD GROUP COMPARISON Theaja Kuriakose 1, Bhavya. M 2 Harshitha Jain K.S 3, Thejaswini M 4 1 Lecturer, JSS Institute of Speech
More informationLexical Access in spoken languages
ESRC Deafness Cognition and Language Research Centre Seeing the world through a visual language: Visual world paradigm in BSL Robin L. Thompson, Neil Fox, David P. Vinson, Gabriella Vigliocco Deafness,
More informationOptimizing Conceptual Understanding and Literacy Development: The Role of Sign Language
Optimizing Conceptual Understanding and Literacy Development: The Role of Sign Language Christopher Kurz, Ph.D. & Susan Lane-Outlaw, Ph.D. Public Talk Centre for Sign Linguistics and Deaf Studies 14 AUG
More informationEvaluating Language and Communication Skills
Evaluating Language and Communication Skills Statewide Conference on Education of the Deaf San Marcos, Texas July, 2016 Kelley Watt, M. Ed Region 4 Education Service Center Houston, Texas kelley.watt@esc4.net
More informationLeigh Kackley Smith, M.Ed. A Dissertation. Special Education
Progression in the General Reading Curriculum by Elementary Students Who are Deaf or Hard of Hearing by Leigh Kackley Smith, M.Ed. A Dissertation In Special Education Submitted to the Graduate Faculty
More informationDOES EARLY SIGN LANGUAGE INPUT MAKE A DIFFERENCE ON DEAF CHILDREN WITH AUDITORY BRAINSTEM IMPLANTS?
The 2014 Symposium on Sign Bilingualism and Deaf Education DOES EARLY SIGN LANGUAGE INPUT MAKE A DIFFERENCE ON DEAF CHILDREN WITH AUDITORY BRAINSTEM IMPLANTS? Chris K.-M. YIU, Emily LAM, Tammy LAU Jockey
More informationLongitudinal Outcomes of children with hearing impairment: findings from the LOCHI study
Longitudinal Outcomes of children with hearing impairment: findings from the LOCHI study Teresa YC Ching, PhD Current developments and new directions in pediatric audiology, Apr 11-13, 2014, Shanghai Annual
More informationI. Language and Communication Needs
Child s Name Date Additional local program information The primary purpose of the Early Intervention Communication Plan is to promote discussion among all members of the Individualized Family Service Plan
More informationCochlear Implants. A service of the Head & Neck Institute s Hearing Implant Program
Cochlear Implants A service of the Head & Neck Institute s Hearing Implant Program Available Services A range of services are performed leading up to implantation, including various diagnostic tests,
More informationBarbara Luetke-Stahlman McKinney, Texas, Independent School District Diane Corcoran Nielsen University of Kansas
The Contribution of Phonological Awareness and Receptive and Expressive English to the Reading Ability of Deaf Students with Varying Degrees of Exposure to Accurate English Barbara Luetke-Stahlman McKinney,
More informationeasy read Your rights under THE accessible InformatioN STandard
easy read Your rights under THE accessible InformatioN STandard Your Rights Under The Accessible Information Standard 2 Introduction In June 2015 NHS introduced the Accessible Information Standard (AIS)
More informationA PROPOSED MODEL OF SPEECH PERCEPTION SCORES IN CHILDREN WITH IMPAIRED HEARING
A PROPOSED MODEL OF SPEECH PERCEPTION SCORES IN CHILDREN WITH IMPAIRED HEARING Louise Paatsch 1, Peter Blamey 1, Catherine Bow 1, Julia Sarant 2, Lois Martin 2 1 Dept. of Otolaryngology, The University
More informationThe Use of ASL Phonological Instruction to Develop Language (ASL) & Literacy (English) in Kindergarten
The Use of ASL Phonological Instruction to Develop Language (ASL) & Literacy (English) in Kindergarten ACE-DHH Conference, Fort Worth, TX February 17, 2011 Peter Crume Doctoral Student, Educational Psychology
More informationCategory Communication Deaf/Hard of Hearing
Category Communication Deaf/Hard of Hearing MINISTRY OF EDUCATION DEFINITION An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory
More informationCochlear Implant Education Center
Cochlear Implant Education Center Cochlear Implants and Sign Language: Building Foundations for Effective Educational Practices Establishing an ASL/English Bilingual Program to Meet the Needs of Children
More informationDeaf Education: changed by cochlear implantation?
Deaf Education: changed by cochlear implantation? Or.can deaf education keep up with scientists and surgeons. ONICI Sue Archbold, PhD 13 March 2013 A summary of key points and refs The change in educational
More informationOral Presentation #6 Clinical Analysis of Speech Rhythms in Language Development using MATLAB
Oral Presentation #6 Clinical Analysis of Speech Rhythms in Language Development using MATLAB Ben Christ, Madeline Girard, Zeynep Sayar, Cathleen Trespasz Problem Statement Preliminary research has been
More informationPresentation will cover: What are the current challenges? What does the research say? What does NCSE policy advice recommend?
Goal Deaf and hard of hearing children should graduate from school with levels of educational attainment that are on a par with their hearing peers of similar ability A New Way Forward Presentation will
More informationKailey Leroux M.Cl.Sc SLP Candidate Western University: School of Communication Sciences and Disorders
Critical Review: In children with cochlear implants, is an oral communication approach more effective than a total communication approach at improving speech and language skills? Kailey Leroux M.Cl.Sc
More informationFACTORS CONTRIBUTING TO READING IN DEAF AND HARD- OF- HEARING SECONDARY SCHOOL STUDENTS Anatoli Makarona 1,2 &VenettaLampropoulou 1
FACTORS CONTRIBUTING TO READING IN DEAF AND HARD- OF- HEARING SECONDARY SCHOOL STUDENTS Anatoli Makarona 1,2 &VenettaLampropoulou 1 1 Deaf Studies Unit, University of Patras, Greece 2 High School and Lyceum
More informationReading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers: A Meta-analysis
Journal of Deaf Studies and Deaf Education Special Section on Literacy Reading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers: A Meta-analysis Rachel I. Mayberry*, Alex A.
More informationCochlear Implants: Evidence for Perceptual Compensation
ORIGINAL RESEARCH published: 07 February 2017 doi: 10.3389/fpsyg.2017.00106 Speechreading in Deaf Adults with Cochlear Implants: Evidence for Perceptual Compensation Hannah Pimperton 1, Amelia Ralph-Lewis
More informationEffects of Cochlear Implants on Children s Reading and Academic Achievement
Effects of Cochlear Implants on Children s Reading and Academic Achievement Marc Marschark National Technical Institute for the Deaf Rochester Institute of Technology Cathy Rhoten Western Pennsylvania
More informationCochlear Implant Education Center
Cochlear Implant Education Center Cochlear Implants and Sign Language: Building Foundations for Effective Educational Practices Designing Programs and Services for Children with Cochlear Implants: The
More informationGood Communication Starts at Home
Good Communication Starts at Home It is important to remember the primary and most valuable thing you can do for your deaf or hard of hearing baby at home is to communicate at every available opportunity,
More informationO pening Doors: Technology And Communication Options for Children With Hearing Loss U.S. DEPARTMENT OF EDUCATION. Your Beautiful Child
O pening Doors: Technology And Communication Options for Children With Hearing Loss Soon after Peter was born, the hospital screened his hearing and found a possible hearing loss. Peter was referred for
More informationUG Writing & Research: One Program s Approach. Nancy L. Aarts College of Wooster
UG Writing & Research: One Program s Approach Nancy L. Aarts College of Wooster naarts@wooster.edu 1 Goals of this presentation Overview UG W&R at this time Describe a model UG W&R processes and outcomes
More informationCOMPLEX LEARNING DIFFICULTIES AND DISABILITIES RESEARCH PROJECT (CLDD)
Page 1 What is sensory impairment? The term sensory impairment encompasses visual loss (including blindness and partial sight), hearing loss (including the whole range) and multisensory impairment (which
More informationTIPS FOR TEACHING A STUDENT WHO IS DEAF/HARD OF HEARING
http://mdrl.educ.ualberta.ca TIPS FOR TEACHING A STUDENT WHO IS DEAF/HARD OF HEARING 1. Equipment Use: Support proper and consistent equipment use: Hearing aids and cochlear implants should be worn all
More informationAnd the winner is...? DCAL scoops major award
Issue 17 May 2016 Welcome to DCAL s enewsletter And the winner is...? DCAL scoops major award In this edition - DCAL academic secures prestigious grant award - Major launches coming soon! - DCAL receives
More informationChapter 14. Chapter 14
[FMP-IF: [FMP-Field:Chapt 14 Complete.eq.Yes] [FMP-ELSE] Terminology Chapter 14 You Have Already Completed Chapter 14. Click Here To Continue. Chapter 14 Provide a definition, in the space provided, for
More informationJulia Sarant, David Harris, Lisa Bennet, Laura Sinclair, Mansze Mok, Manasi Canagasabey, Sharyn Bant, Robert Cowan
Language and Academic Outcomes for EarlyImplanted Children with Bilateral versus Unilateral Cochlear Implants Julia Sarant, David Harris, Lisa Bennet, Laura Sinclair, Mansze Mok, Manasi Canagasabey, Sharyn
More information3/16/2016. Learning Objectives. Benefits of Bilingual/Bimodal Preschool Programming. Bilingual/Bimodal Inclusive Early Childhood Program
Bilingual/Bimodal Inclusive Early Childhood Program. Maine Educational Center for the Deaf and Hard of Hearing Learning Objectives will be able to explain the benefits of bilingual bimodal programming
More informationAvg. age of diagnosis 3 mo. majority range.5-5 mo range 1-7 mo range 6-12 mo
Team Approach to Determining Cochlear Implant Candidacy in Early Infancy Jean Thomas, M.S., CCC-A Kristin Lutes, M.S., CCC-SLP Mary Willis, M.S., CCC-SLP Carle Foundation Hospital, Urbana, Illinois Early
More informationDeafness, an Introduction. There are very different kinds of deafness and hard-of-hearing: prelingual, postlingual and presbycusis.
Deafness, an Introduction There are very different kinds of deafness and hard-of-hearing: prelingual, postlingual and presbycusis. Kinds of Deafness Prelingual deafness is deafness which occurs before
More informationby Gary Malkowski Special Advisor to President, Public Affairs The Canadian Hearing Society 271 Spadina Road, Toronto, ON M5R 2V3
Submission to the Standing Committee on Social Policy with respect to Bill 78: An Act to amend the Education Act, the Ontario College of Teachers Act, 1996 and Certain Other Statutes Relating to Education
More informationBAEA Roles and Competencies. 1. Child and Family Support.
BAEA Roles and Competencies 1. Child and Family Support. 1.1 The Educational Audiologists Role may involve the following: 1.1.1 Act as a key member of a multi-professional team offering a seamless family
More informationDoes Wernicke's Aphasia necessitate pure word deafness? Or the other way around? Or can they be independent? Or is that completely uncertain yet?
Does Wernicke's Aphasia necessitate pure word deafness? Or the other way around? Or can they be independent? Or is that completely uncertain yet? Two types of AVA: 1. Deficit at the prephonemic level and
More informationTeaching students in VET who have a hearing loss: Glossary of Terms
Teaching students in VET who have a hearing loss: Glossary of s As is the case with any specialised field, terminology relating to people who are deaf or hard of hearing can appear confusing. A glossary
More informationAn ASL/English Bilingual Parent-Infant Program
An ASL/English Bilingual Parent-Infant Program Debra Cushner, Parent- Infant Teacher Debra Nussbaum, Coordinator, Cochlear Implant Education Center Laurent Clerc National Deaf Education Center, Gallaudet
More informationKristina M. Blaiser, PhD, CCC-SLP Assistant Professor, Utah State University Director, Sound Beginnings
Kristina M. Blaiser, PhD, CCC-SLP Assistant Professor, Utah State University Director, Sound Beginnings Objectives Discuss changes in population of children with hearing loss: Impacts on speech production
More informationRESEARCH ON SPOKEN LANGUAGE PROCESSING Progress Report No. 22 (1998) Indiana University
SPEECH PERCEPTION IN CHILDREN RESEARCH ON SPOKEN LANGUAGE PROCESSING Progress Report No. 22 (1998) Indiana University Speech Perception in Children with the Clarion (CIS), Nucleus-22 (SPEAK) Cochlear Implant
More informationMeasuring Auditory Performance Of Pediatric Cochlear Implant Users: What Can Be Learned for Children Who Use Hearing Instruments?
Measuring Auditory Performance Of Pediatric Cochlear Implant Users: What Can Be Learned for Children Who Use Hearing Instruments? Laurie S. Eisenberg House Ear Institute Los Angeles, CA Celebrating 30
More informationCRIDE report on 2012 survey on educational provision for deaf children: UK-wide summary
CRIDE report on 212 survey on educational provision for deaf children: UK-wide summary INTRODUCTION In 212, the Consortium for Research into Deaf Education (CRIDE) conducted a survey of specialist educational
More informationDialogue journals: A non-threatening way to correct written language errors
Washington University School of Medicine Digital Commons@Becker Independent Studies and Capstones Program in Audiology and Communication Sciences 2010 Dialogue journals: A non-threatening way to correct
More information