A Framework for Speechreading Acquisition Tools

Abstract

At least 360 million people worldwide have disabling hearing loss that frequently causes difficulties in day-to-day conversations. Traditional technology (e.g., hearing aids) often fails to offer enough value, has low adoption rates, and can result in social stigma. Speechreading can dramatically improve conversational understanding, but speechreading is a skill that can be challenging to learn. To address this, we developed a novel speechreading acquisition framework that can be used to design Speechreading Acquisition Tools (SATs) -a new type of technology to improve speechreading acquisition. We interviewed seven speechreading tutors and used thematic analysis to identify and organise the key elements of our framework. We then evaluated our framework by using it to: 1) categorise every tutor-identified speechreading teaching technique, 2) critically evaluate existing conversational aids, and 3) design three new SATs. Through the use of SATs designed using our framework, the speechreading abilities of people with hearing loss around the world should be enhanced, thereby improving the conversational foundation of their day-to-day lives.

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“…Analytic methods (sometimes referred to as 'eye-training' [28,12]) use a 'bottom-up' approach where focus is placed on the visual speech pattern to identify what is being spoken [45]. A hybrid method uses aspects of synthetic and analytic methods [24].…”

“…Using findings from interviews with seven practicing speechreading tutors, Gorman and Flatla [24] introduced a framework that can be used to design Speechreading Acquisition Tools (SATs). During the evaluation of the framework, the authors classified each teaching technique that tutors reported using in classes.…”

“…The supplementary material published by Gorman and Flatla [24] reported that speechreading tutors felt students practiced outside of class by using a mirror, watching television, using exercises from class, observing speakers during conversations and using websites such as lipreadingpractice.co.uk. We used these findings to influence our questions.…”

“…The supplementary material published by Gorman and Flatla [24], reports that speechreading tutors think students practice outside of class. Our findings suggest that this is only partially correct; the 66% of participants who practiced at home, did so primarily by observing speakers in daily life or on television.…”

“…However, classes are only provided in a handful of countries around the world. It has been suggested that the development of Speechreading Acquisition Tools (SATs) can aid acquisition and allow students to practice outside of classes or when no classes are available [24].…”