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
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.
Books in Print
Teach Me How to Say it Right
BY 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 Educators
BY Marc Marschark
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 Families
BY 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 Toys
BY 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 Magazine
Alexander Graham Bell Association for the Deaf
and Hard of Hearing
A variety of information and articles about
children and deafness
Parent Friendly Resource
The Endeavor
American Society for Deaf Children
Magazine with information and advise
pertaining to deaf children
Parent Friendly Resource
For Families Guidebook and DVD
BY 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 CD
Parent curriculum, listening and communication
skills, follows sequence of auditory skills
acquisition so parents can promote language
development
Parent Friendly Resource
Speechercise Set
2 CDs with parent guide
Songs, drills, mouth excercises for easy speech
practice at home
Parent Friendly Resource
Sound Hearing
CD and booklet
Examples of what hearing loss really sounds
like
Parent Friendly Resource
Sound Achievement Series
Oral Deaf Ed
Parent information about deafness and the oral
based teaching method
Parent Friendly Resource
Deaf Children Can Speak
Father of deaf child wrote a book and it cn be
downloaded at
http://www.deafchildrencanspeak.com
Educator Tools
TEAM up with Timo
DVD all ages
Language learning software that has
vocabulary, stories, animated language tutor
with realistic facial expressions
Butte
Educator Tools
Spanish Language Booklets
Series 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 Ears
Video
Butte
Educator Tools
Multi- Message Talking Speech Mirror
12x16 side by side with student
Records message up to 32 seconds
Message squares can hold own icons/pics
Educator Tools
Whisper Phone
acoustical voice feedback headset
10x more clear hearing phonemes
Educator Tools
Listening Games for Littles 5 and Under
CD and book
Has games, crafts
Organized into levels to move progressively
along with listening skills
Educator Tools
Lip Sync
Photo cards used to teach mouth position and
phonics. The mouth position “moves” when the
card is tilted
Educator Tools
No Glamour Sets
Articulation 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. Luckner
Easy 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.org
Read 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.org
Beginnings for Parents of Children Who are
Deaf and Hard of Hearing
Websites
www.agbell.org
Alexander Graham Bell Association
Provides education and support and resources
for parents of and children who are deaf and
hard of hearing
Websites
www.nad.org
National Association for the Deaf
Mostly sign but really good for special education
laws and civil rights
Websites
http://www.deaflibrary.org
MANY 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 Amplification
http://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 Narrator
Vannesa 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
Implants
Carol 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 protodeclarative 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, protoimperative 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 protoperformatives. 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
Research
Relationships 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-KowalBamford (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 264285 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