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
This book teaches the parents of children with articulation problems how speech sounds develop, how to recognize developing
speech problems, and how to help children make the most out of speech therapy. It also provides parents with activities to
increase their child's language and articulation skills.
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 Resources
This section has books, videos, CDs, websites
and products that can be used at home by the
family to work with the child
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 exercises 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 can be
downloaded at
http://www.deafchildrencanspeak.com
Educator Tools
This includes software for speech, and
articulation tools along with books and DVD
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
Mi Nombre Es Lupita Y Tengo Un Hijo Sordo
(1996) - in Spanish
Gina Aguirre-Larson
Educator Tools
Teaching the Kids with High Tech Ears
Video Butte
What do you do with your student who was profoundly deaf, but now can hear with a cochlear implant? How does that change
your teaching and accommodations in a public school classroom setting? Do you do anything different that you would do for
students wearing hearing aids? What can schools do to meet the unique needs of these students? What should your
expectations be for a kid with "high-tech" ears?
By viewing this video, you can follow the experiences of a large metropolitan school district that studied and implemented an
innovative program for this population. What they learned can help not only kids with implants, but all students who are deaf or
hard-of-hearing in mainstream classrooms.
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 of 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
LinguiSystems
Superduper publications
Butte publications
Nasco Special Education
Adco
Dawn Sign
Harris Communications
Special Education Learning Differences at Risk
Websites
Includes websites for deaf associations,
captioning services, clinics, and parent support
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
Various articles about education, hearing loss
and type and age of hearing loss
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, 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 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
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
Research
Analogous and Distinctive Patterns of Prelinguistic
Communication in Toddlers With and Without Hearing
Loss
Anat Zaidman-Zait & Esther Dromi
Purpose: This study was conducted to compare the prelinguistic communicative abilities of toddlers with hearing loss and without
hearing loss during the 2nd year of life and shortly before the emergence of productive single-word lexicons.
Method: The participants were 28 toddlers with hearing loss who participated in an early intervention program and 92 toddlers
with normal hearing at similar language levels and close chronological ages. The assessment consisted of the Hebrew Parent
Questionnaire—Communication and Early Language (HPQ-CEL; E. Dromi, H. Ben-Shahar-Treitel, E. Guralnik, & D. RingwaldFrimerman, 1992) that guided parents' observations of their toddlers in 6 contexts at home. Parents reported on a range of
prelinguistic communicative abilities.
Results: Profile analysis indicated that the 2 groups used a remarkably similar overall profile of prelinguistic behaviors.
Interrelationships among behaviors were noticeably similar, too. Two communication properties unique to toddlers with hearing
loss were relatively lower spontaneous use of words and reduced involvement in triadic book reading interactions. In addition, the
associations between use of words and gestures in toddlers with hearing loss were slightly different from the toddlers with normal
hearing, and the range of innovative gestures that they produced was greater.
Conclusion: The remarkable similarity between the 2 groups support the feasibility of adopting goals and principles known to hold
true in typical development for fostering communication in toddlers with hearing loss.
Journal of Speech, Language, and Hearing Research Vol.50 1166-1180 October 2007
Research
Quality of Life for Children With Cochlear Implants:
Perceived Benefits and Problems and the Perception
of Single Words and Emotional Sounds
Efrat A. Schorr&Froma P. Roth& Nathan A. Fox
Purpose: This study examined children's self-reported quality of life with a cochlear implant as related to children's actual
perceptions of speech and the emotional information conveyed by sound. Effects of age at amplification with hearing aids and
fitting of cochlear implants on perceived quality of life were also investigated.
Method: A self-reported quality of life questionnaire and assessments of speech perception (single words) and emotion
identification were administered to a sample of 37 children with cochlear implants who were congenitally deaf, who were 5–14
years of age, and who all used spoken language.
Results: The children reported significant improvement in quality of life because of their cochlear implants, and they also reported
low levels of concern about typical problems associated with wearing an implant. The children's perceived quality of life did not
significantly predict speech perception performance at the single word level. In contrast, increased quality of life predicted better
performance on the emotion identification task. Age at first use of amplification predicted perceived quality of life.
Conclusions: The findings regarding age reinforce the importance of early detection and intervention for children's positive quality
of life with cochlear implants later in childhood.
Journal of Speech, Language, and Hearing Research Vol.52 141-152 February 2009