Speechreading

Contents

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pp. iii-

Preface

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pp. v-vi

According to estimates, there are approximately 20 million children and adults in the United States with some degree of hearing impairment (Chalfant & Sheffelin, 1969).* Habilitative/rehabilitative considerations are of primary concern for these people. Speechreading is an important part of habilitation or rehabilitation because all hearing-impaired individuals use this skill to some extent. ...

Acknowledgments

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pp. vii-

The speechreading exercises in chapter 7, some of which have been edited to ensure format conformity, were developed by students in the Theories and Principles of Lipreading course at Gallaudet University. The authors wish to acknowledge all of the students who so graciously allowed their work to appear in this book...

Introduction

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pp. ix-xiii

In order to understand speechreading as we know it, it is helpful to have some knowledge of its history. The history of speechreading is really part of the history of deaf education because it has always been one of the basic methods used to teach deaf individuals. Therefore, an overview of the history of deaf education, particularly oral-aural methodology...

1. Principles of Speechreading

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pp. 1-7

In this chapter the nature of speechreading, how it can help overall communication, and how it can be used with hearing will be discussed. Factors that make a person a good speechreader will also be discussed. ...

2. Limitations of Speechreading

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pp. 8-14

Do you believe that it is possible to speechread every sound a speaker utters and in that way substitute vision for hearing? That is not possible. Even the best speechreader cannot understand every word of every speaker. There are many obstacles to the ability to see all sounds on the face. ...

3. Visibility and Homopheneity

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pp. 15-19

Spoken language consists of a series of sounds that vary in visibility. Although the normal ear can hear more than thirty separate sounds, a much smaller number of those sounds are visually different. Some of the differences that can be heard are based on whether a sound is made with the vocal cords moving (e.g., /b/) or made just with breath (e.g., /p/). ...

4. Communication Strategies

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pp. 20-35

In previous chapters the many problems that exist for the speechreader were discussed-problems caused by the speaker, problems related to the communication environment, problems caused by the hearing loss, and problems related to the nature of the speech signal itself. In some situations the hearing-impaired person can overcome some of these problems by using a hearing aid and speechreading together. ...

5. Practical Exercises in Communication Strategies

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pp. 36-89

In the previous chapter, various communication strategies were described. This chapter will present practical exercises for situations that we all encounter in daily life and that often create communication problems for hearing-impaired individuals. ...

6. Speechreading Tests and Methods

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pp. 90-100

Every person learning speechreading and every teacher teaching speechreading is interested in finding out (1) how good a speechreader the student is naturally, (2) how much improvement a student makes during training, and (3) what the student's specific strengths and weaknesses are. ...

7. Speechreading Exercises

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pp. 101-140

There are several approaches one can use to improve speechreading skills. The best way is to sign up for an individual or group class taught by a speech pathologist, audiologist, or other qualified professional. Such classes may be offered by community speech and hearing centers, hospital or university clinics, and sometimes through adult education programs. ...

References

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pp. 141-143

Additional Readings

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pp. 143-144

Index

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pp. 145-148