resource file cep 803 oral education. books these books are an assortment of teacher/parent...
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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
ApproachBY 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.
Teach Me How to Say it RightBY 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 EducatorsBY Marc Marschark
Books in Print
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 FamiliesBY 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 ToysBY 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 MagazineAlexander Graham Bell Association for the Deaf
and Hard of HearingA variety of information and articles about
children and deafness
Parent Friendly Resource
The EndeavorAmerican Society for Deaf Children
Magazine with information and advise pertaining to deaf children
Parent Friendly Resource
For Families Guidebook and DVDBY 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 CDParent curriculum, listening and communication
skills, follows sequence of auditory skills acquisition so parents can promote language
development
Parent Friendly Resource
Speechercise Set2 CDs with parent guide
Songs, drills, mouth exercises for easy speech practice at home
Parent Friendly Resource
Sound HearingCD and booklet
Examples of what hearing loss really sounds like
Parent Friendly Resource
Sound Achievement SeriesOral Deaf Ed
Parent information about deafness and the oral based teaching method
Parent Friendly Resource
Deaf Children Can SpeakFather 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 TimoDVD all ages
Language learning software that has vocabulary, stories, animated language tutor
with realistic facial expressionsButte
Educator Tools
Spanish Language BookletsSeries 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 EarsVideo 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 Mirror12x16 side by side with student
Records message up to 32 secondsMessage squares can hold own icons/pics
Educator Tools
Whisper Phoneacoustical voice feedback headset
10x more clear hearing of phonemes
Educator Tools
Listening Games for Littles 5 and UnderCD and book
Has games, craftsOrganized into levels to move progressively
along with listening skills
Educator Tools
Lip SyncPhoto cards used to teach mouth position and
phonics. The mouth position “moves” when the card is tilted
Educator Tools
No Glamour SetsArticulation 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. LucknerEasy assessment, clear defined goals
ages 2-10
Educator Tools
Speech Ways Home Therapy Program
Catalogs
LinguiSystemsSuperduper publications
Butte publicationsNasco Special Education
AdcoDawn Sign
Harris CommunicationsSpecial Education Learning Differences at Risk
Websites
Includes websites for deaf associations, captioning services, clinics, and parent
support
Websites
www.deafhomeschool.com - good information for parents even if not home schooling
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.orgRead 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.orgBeginnings for Parents of Children Who are
Deaf and Hard of Hearing
Websites
www.agbell.orgAlexander Graham Bell Association
Provides education and support and resources for parents of and children who are deaf and
hard of hearing
Websites
www.nad.orgNational Association for the Deaf
Mostly sign but really good for special education laws and civil rights
Websites
http://www.deaflibrary.orgMANY 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 Amplificationhttp://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
NarratorVannesa 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 MillerThe 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 JohnsonUsha 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 proto-
declarative 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 proto-performatives. 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
LossAnat 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. Ringwald-Frimerman, 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 SoundsEfrat 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
