An Alternate Route for Preparing Deaf Children for BiBi Programs: The Home Language as LI and Cued Speech for Conveying Traditionally-Spoken Languages

LaSasso, Carol; Metzger, Melanie

doi:10.1093/oxfordjournals.deafed.a014356

Cited by 32 publications

(10 citation statements)

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“…All participants completed a generative rhyming task, adapted from that used by Hanson and McGarr (1989) and LaSasso and Metzger (1998). Participants had to write as many words as possible that rhymed with a given target written word.…”

Section: Introductionmentioning

confidence: 99%

Effects of English Cued Speech on Speech Perception, Phonological Awareness and Literacy: A Case Study of a 9-Year-Old Deaf Boy Using a Cochlear Implant

Rees

Bladel

2013

Deafness & Education International

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Many studies have shown that French Cued Speech (CS) can enhance lipreading and the development of phonological awareness and literacy in deaf children but, as yet, there is little evidence that these findings can be generalized to English CS. This study investigated the possible effects of English CS on the speech perception, phonological awareness, and literacy skills of a 9-year-old boy, H.V., who had been exposed to English CS from the age of 1 year and been fitted with a right-sided cochlear implant at 2:03 years. Scores in subtests of standardized assessments for phonological processing, reading, and spelling were in per centile ranks from 50 to 98. Speech perception was assessed in three conditions: auditory alone, audio-visual without CS (AV) and AV with CS (+CS). To hypothesize on the effects of CS on H.V.'s ability to identify English phonemes in novel words he was asked to perceive and write nonwords with predictable spellings (e.g. drump) dictated live in the two AV conditions (without and with CS). There was a significant difference between his performance in the two conditions for this dictation test where he scored 100 per cent in the +CS condition and 50 per cent in the AV condition. This suggests CS was helping H.V. to perceive and store novel words and that this effect could have contributed to his development of vocabulary, phonological awareness, and literacy skills that were generally in advance of those expected for his age.

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Section: Introductionmentioning

confidence: 99%

Effects of English Cued Speech on Speech Perception, Phonological Awareness and Literacy: A Case Study of a 9-Year-Old Deaf Boy Using a Cochlear Implant

Rees

Bladel

2013

Deafness & Education International

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“…One empirical study on signed English systems showed that users were not highly consistent in their morphological productions (Supalla, 1991). The combination of ASL and English languages in this artificial manner requires substitutions in language features, but these substitutions have the effect of eliminating parts of each language so that native users of MCE are not fluent in either ASL or English (Ramsey, 1989; LaSasso and Metzger, 1998; Drasgow and Paul, 1995). For ASL, what is missing are the ASL‐based structure and grammar, which are expressed spatially in signed language rather than in a sequentially spoken string.…”

Section: Native Cae Vs English‐as‐l2 In the American Deaf Communitymentioning

confidence: 99%

“…The children attempting to acquire English therefore do not have access to a continuous stream of phonemes, nor do they have consistent opportunities to interact with fluent users of the language in the early years. Because of these gaps, children who are taught SEE II do not score any better on standardized reading tests than do most children who are raised with ASL as a first language (LaSasso and Metzger, 1998; Drasgow and Paul, 1995).…”

Section: Native Cae Vs English‐as‐l2 In the American Deaf Communitymentioning

confidence: 99%

Cued American English: a variety in the visual mode

Portolano¹

2008

World Englishes

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Cued American English (CAE) is a visual variety of English derived from a mode of communication called Cued Speech (CS). CS, or cueing, is a system of communication for use with the deaf, which consists of hand shapes, hand placements, and mouth shapes that signify the phonemic information conventionally conveyed through speech in spoken languages. In small language communities in the United States, native deaf users of CAE and those who communicate with them have facilitated the development of a natural variety of English that is specific to the mode of cueing. This paper defines CAE as a variety of English, including its features, functional spectrum, social acquisition, code switching protocols, and intersection with English as a Second Language in the American Deaf community. The author discusses grammatical accommodations and visual prosodic features, reviews relevant research, and describes the CS system in detail as a means by which cueing maps to and facilitates natural language.

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“…Another study showed the way that family members communicate can determine deaf children's self-esteem. Hence, it can be interpreted that when deaf children belong to a group, their self-esteem increases (LaSasso& Metzger, 1998). This study only refers to the type of parent's communication.…”

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confidence: 99%

Relationship between Mother’s Attitudes, Maternal Treatment Styles and Communication Competence with Deaf Children’s Self-Esteem in Iran High Schools for the Deaf

Sardar¹,

Kadir²,

Tarmiz³

et al. 2012

ASS

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This study examines the relationship between mothers' attitude, communication competence, maternal treatment styles and self-esteem among deaf children who are currently enrolled in deaf high schools in Iran. Previous studies among deaf children have explored into factors such as types of education, parents' role, deaf parents' impact, the severity of deafness, age of onset, deaf child's communication at home and kinds of hearing aid used (Crocker, 2008). Other variables such as family's attitude, communication competence, and parental treatment styles have not been systematically explored. It is also not clear which factor affect deaf children's self-esteem. This survey was conducted at four deaf high schools in Mashhad, Iran. The sample consisted of 200 deaf children (100 boys and 100 girls) and 200 hearing mothers. Four inventories were used in the study: (1) Rosenberg Self-Esteem Scale (to measure children's self-esteem), (2) Parental Attitudes towards Deafness Scale (to measure mother's attitude), (3) Parental Acceptance, Neglect and Rejection Questionnaire (to measure maternal treatment styles), and (4) Communication Competence Scale (to measure communication competence). The children answered three questionnaires: Rosenberg Self-Esteem Scale, Parental Acceptance, Neglect and Rejection Questionnaire and Communication Competence Scale; while the mothers responded to Parental Attitudes towards Deafness Scale and Communication Competence Scale. In addition, the researcher conducted in-depth interviews with four deaf children and their mothers.The results showed relationships between the mothers' attitude and deaf children self-esteem, communication competence and self-esteem in deaf children, and mothers' treatment styles and deaf children's self-esteem. It was found that in both groups (boys and girls), level of self-esteem was higher for deaf children who were from high income family, whose father and mother had higher education. No significant difference was found between genders in deaf children self-esteem. Finally mothers' attitude, communication competence, and their treatment styles were found to be predictive of self-esteem among deaf children.Understanding the source of deaf children's self-esteem is important for it is the first step in developing self-esteem in deaf children. Helping professionals such as counselors and teachers should involve family members through counseling and coaching on how to manage their deaf children. The counselors can help hearing parents navigate through their feelings and reactions by acknowledging their feelings of disbelief, grief, guilt, and anger when there is a deaf child in the family.

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An Alternate Route for Preparing Deaf Children for BiBi Programs: The Home Language as LI and Cued Speech for Conveying Traditionally-Spoken Languages

Cited by 32 publications

References 0 publications

Effects of English Cued Speech on Speech Perception, Phonological Awareness and Literacy: A Case Study of a 9-Year-Old Deaf Boy Using a Cochlear Implant

Effects of English Cued Speech on Speech Perception, Phonological Awareness and Literacy: A Case Study of a 9-Year-Old Deaf Boy Using a Cochlear Implant

Cued American English: a variety in the visual mode

Relationship between Mother’s Attitudes, Maternal Treatment Styles and Communication Competence with Deaf Children’s Self-Esteem in Iran High Schools for the Deaf

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