Abraham, S. & Stoker, R. G. (1984). An evaluation of methods used to teach speech to the hearing impaired using a simulation technique. Volta Review, 86, 325-335.
Alegria, J. (1988). Role du LPC dans l'identification de mots chez l'enfant sourd : theorie et donnes preliminaires. Glossa, 9, 36-44.
Alegria, J., Charlier, B. L. & Mattys, S. (1999). The role of lip-reading and cued speech in the processing of phonological information in French-educated deaf children. European Journal of Cognitive Psychology, 11, 451-472.
Alegria, J. & Lechat, J. (2005). Phonological Processing in Deaf Children: When Lipreading and Cues Are Incongruent. Journal of Deaf Studies and Deaf Education, 10, 122-133.
Andersson, Y. (2001). Is It Necessary to Create Abbreviations of Signed Languages? Sign Language Studies, 1, 214-227.
Attina, V., Beautemps, D., Cathiard, M.-A, & Odisio, M. (2004). A pilot study of temporal organization in Cued Speech production of French syllables: Rules for a Cued Speech synthesizer. Speech Communication, 44, 197-214.
Autocuer field tests begin. (1984, September/October). Hypotenuse, 2-5.
Bakker, K. (1995). Two supplemental scoring procedures for diagnostic evaluations with the Speech Situations Checklist. Journal of Fluency Disorders, 20, 117-126.
Barnes, B. (1978). Cued speech keeps deaf pupils ahead. Children Today, 7, 28-30.
Beaupre, W. (1985). Phonetics for the hearing-impaired university student: An alternate strategy. Volta Review, 87, 345-348.
Beck, P. H. (1992). Cued speech. ASHA, 34, 74-5.
Beck, P. H. (2006). Celebrating 40 Years of Cued Speech. ASHA Leader, 11, 32-32.
Berlin, C. I, Hood, L., Morlet, T., Rose, K., & Brashears, S. (2003). Auditory Neuropathy/Dys-Synchrony: Diagnosis and Management. Mental Retardation and Developmental Disabilities Research Reviews, 9, 225-231.
Berlin, C. I., Li, L., Hood, L. J., Morlet, T., Rose, K., & Brashears, S. (2002). Auditory Neuropathy/Dys-Synchrony: after the Diagnosis, then what? Seminars in Hearing 23, 209-214.
Berthommier, F. (2004). A phonetically neutral model of the low-level audio -visual interaction. Speech Communication, 44, 31-41.
Bollag, B. (2006). The Debate Over Deaf Education. Chronicle of Higher Education, 52, A18-A21.
Brentari, D. K. & Wolk, S. (1986). The relative effects of three expressive methods upon the speech intelligibility of profoundly deaf speakers. Journal of Communication Disorders, 19, 209-218.
Capouillez, J. M., Carpentier, J., Vandevelde, C., & Perier, O. (1987). The acquisition of language and speech through joint use of the verbo-tonal method and cued speech. Filologija, 15, 47-59.
Charlier, B. (1992). Complete Signed and Cued French. An original signed language-cued speech combination. American Annals of the Deaf, 137, 331-7.
Charlier, B. L. & Leybaert, J. (2000). The rhyming skills of deaf children educated with phonetically augmented speechreading. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 53A, 349-375.
Claim for cued speech interpreter goes to trial. (1984). Mental & Physical Disability Law Reporter, 8, 547.
Colin, S., Ecalle, J., Magnan, A. & Leybaert, J. (2003). Written words recognition by beginning readers: LPC's contribution. Approche Neuropsychologique des Apprentissages chez l'Enfant, 15, 248-255.
Cornett, R. O. (1968, November). Objectives to be achieved through cued speech. Deaf Oklahoman, 61, 1, 8.
Cornett, R. O. (1973 ). Comments on the Nash case study. Sign Language Studies, 3, 93-98.
Cornett, R. O. (1977). Masterly Planning. AGB Reports, 19, 36-8.
Cornett, R. O. (1978). Higher expectations for the hearing impaired. Journal of the Speech and Hearing Association of Alabama, 8, 11-16.
Cornett, R. O. (1985). Diagnostic factors bearing on the use of cued speech with hearing-impaired children. Ear and Hearing, 6, 33-5.
Cornett, R. O. (1988). Cued speech, manual complement to lipreading, for visual reception of spoken language. Principles, practice and prospects for automation. Acta Oto-Rhino-Laryngologica Belgica, 42, 375-84.
Cornett, R. O. (1990). The Century-Old Wisdom of Alexander Graham Bell. Volta Review, 92, 145-53.
Crain, K. L. (2006). The Validity of Probability Samples in Research on Deafness American Annals of the Deaf, 151, 114-120.
Cued Speech in Action. (2006). ASHA Leader, 11, 32.
Descourtieux, C., Groh, V., Rusterholtz, A., Simoulin, I. & Busquet, D. (1999). Cued speech in the stimulation of communication: an advantage in cochlear implantation. International Journal of Pediatric Otorhinolaryngology, 47, 205-7.
D'Hondt, M. & Leybaert, J. (2003). Lateralization effects during semantic and rhyme judgement tasks in deaf and hearing subjects. Brain and Language, 87, 227-240.
Dodd, E. E. (2003). Preparing Today's Teachers of the Deaf and Hard of Hearing to Work With Tomorrow's Students: A Statewide Needs Assessment. American Annals of the Deaf, 148, 25-30.
Doer's profiles: Lynn Stephenson Cued Speech Center, Inc. (1997, July). Business Leader, 9, 42.
Dominguez, A. B., Alonso, P. & Rodriguez, P. (2003). ¿Se puede enseñar conocimiento fonológico a los niños sordos? [Is it possible to teach phonological awareness to deaf children?]. Infancia y Aprendizaje, 26, 485-501.
Donahue, M. L. (1993). Early Phonological and Lexical Development and Otitis Media: A Diary Study. Journal of Child Language, 20, 489-501.
Duchnowski, P., Lum, D. S., Krause, J. C., Sexton, M. G., Bratakos, M. S., & Braida, L. D. (2000). Development of speechreading supplements based on automatic speech recognition. IEEE Transactions on Bio-Medical Engineering, 47, 487-96.
Early Intervention Hearing. (2005). ASHA Leader, 10, 38.
Eisenstein, M., Bailey, N., & Madden, C. (1982). It take two: Contrasting tasks and contrasting structures. TESOL Quarterly, 16, 381-393.
Fransella, F. (1974). Language, brain and hearing. The British Journal of Social and Clinical Psychology, 13, 439-440.
Fujimaki, N., Hayakawa, T., Matani, A., & Okabe, Y. (2004). Right-lateralized neural activity during inner speech repeated by cues. NeuroReport, 15, 2341-2345.
Gagné, J., Charest, M., Monday, K., & Desbiens, C. (2006). Evaluation of an audiovisual-FM system: Speechreading performance as a function of distance. International Journal of Audiology, 45, 295-300.
Gantt, W. N. (1969). Teacher Diagnosis of Pupil Verbal Cues to Thinking. Educational Leadership, 26, 684-687.
Garmon, L. (1981). Breaking the Sound Barrier. Science News, 120, 90-92.
Gatty, J. C. (1996). Early Intervention and Management of Hearing in Infants and Toddlers. Infants and Young Children, 9, 1-15.
Gibert, G., Bailly, G., Beautemps, D., Elisei, F., & Brun, R. (2005). Analysis and synthesis of the three-dimensional movements of the head, face, and hand of a speaker using cued speech. Journal of the Acoustical Society of America, 118 , 1144-1153.
Goldin-Meadow, S. & Feldman, H. (1977). The Development of Language-Like Communication Without a Language Model. Science, 197, 401-403.
Goldsmit, L. (1986). Communicative approaches with two deaf children. Effeta, 79, 99-107.
Goldsmit, L., Bochner, A., Capouillez, J. M., Michiels, J., & Perier, O. (1984). Approaches to communication with two deaf infants: Monographs. Revue de Phonetique Appliquee, 70, 135-180.
Gregg A.L., Wozar J.A., Wessel C.B., & Epstein B.A. (2002). Designing a curriculum on Internet health resources for deaf high school students. Journal of the Medical Library Association : JMLA, 90, 431-436.
Gregory, J. F. (1987). An investigation of speechreading with and without Cued Speech. American Annals of the Deaf, 132, 393-398.
Guenther F. H., Ghosh S. S., & Tourville J. A. (2006). Neural Modeling and Imaging of the Cortical Interactions Underlying Syllable Production. Brain and language, 96, 280-301.
Hardy-Beck, P. (1975). Assessment and instruction: Don't push the hard-of-hearing child into the pit. American Annals of the Deaf, 120, 555-557.
Haug, T. (2005). Review of Sign language Assessment Instruments. Sign Language & Linguistics, 8, 61-98.
Henegar, M. E. (1979, October). Cued speech comes to North Carolina. Communique´, 9, 9-14.
Henson, R., Shallice, T., Josephs, O., & Dolan, R. (2002). Functional Magnetic Resonance Imaging of Proactive Interference during Spoken Cued Recall. NeuroImage, 17, 543.
Hernandez, R. S., Monreal, S. T., & Orza, J. G. (2003). The role of cued speech in the development of Spanish prepositions. American Annals of the Deaf, 148, 323-332.
Investigation of speechreading with and without cued speech, An. (1987). American Annals of the Deaf, 132, 393-8.
Johnson, H. A. (2004). U.S. Deaf Education Teacher Preparation Programs: A Look at the Present and a Vision for the Future. American Annals of the Deaf, 149, 75-91.
Jones, M. C. (1980, May). An update on cued speech : including an interview with Dr. R. Orin Cornett. Louisiana Speech-Language-Hearing Association newsletter, 23, 1-8.
Jones, M. C. (1992). Cued speech. ASHA, 34, 74.
Kipila, E. L. & Williams-Scott, B. (1988). Cued Speech and speechreading. Volta Review, 90, 179-189.
Kluwin, T. N. (2006). Why Do We Look for Pebbles? American Annals of the Deaf, 151, 93-94.
Lai, M. & Lynas, W. (1991). Communication Mode and Interaction Style. Child Language Teaching and Therapy, 7, 239-259.
LaSasso, C., Crain, K. & Leybaert, J. (2003). Rhyme Generation in Deaf Students: The Effect of Exposure to Cued Speech. Journal of Deaf Studies and Deaf Education, 8, 250-270.
LaSasso, C. J & Metzger, M. A. (1998). An alternate route for preparing deaf children for BiBi programs: The home language as L1 and cued speech for conveying traditionally spoken languages. Journal of Deaf Studies and Deaf Education, 3, 265-289.
LeBlanc, B. M. (2004), A Public School Cued Speech Program for Children with Hearing Loss and Special Learning Needs. Volta Review, 104, 327-338.
Leigh, I. W., Corbett, C. A., Gutman, V., & Morere, D. A. (1996). Providing Psychological Services to Deaf Individuals: A Response to New Perceptions of Diversity. Professional Psychology - Research & Practice, 27, 364-371.
Lepot-Froment, C. (1988). The education of children with hearing impairment in francophone belgium. Acta Phoniatrica Latina, 10, 57-77.
Levitt H. (1995). Processing of speech signals for physical and sensory disabilities. Proceedings of the National Academy of Sciences of the United States of America, 92, 9999-10006.
Leybaert, J. (1998). Phonological representations in deaf children: The importance of early linguistic experience. Scandinavian Journal of Psychology, 39, 169-173.
Leybaert, J. (2000). Phonology acquired through the eyes and spelling in deaf children. Journal of Experimental Child Psychology, 75, 291-318.
Leybaert, J. & Charlier, B. (1996). Visual speech in the head: The effect of cued-speech on rhyming, remembering, and spelling. Journal of Deaf Studies and Deaf Education, 1, 234-248.
Leybaert, J. & D'Hondt, M. (2003). Neurolinguistic development in deaf children: The effect of early language experience. International Journal of Audiology, 42, S34-S40.
Leybaert, J. & Lechat, J. (2001). Phonological similarity effects in memory for serial order of cued speech. Journal of Speech, Language, and Hearing Research, 44, 949-963.
Leybaert, J. & Lechat, J. (2001). Variability in deaf children's spelling: The effect of language experience. Journal of Educational Psychology, 93, 554-562.
Li, Y., Bain, L., & Steinberg, A. G. (2003). Parental decision making and the choice of communication modality for the child who is deaf. Archives of Pediatrics and Adolescent Medicine, 157, 162-168.
Licsár, A., & Szirányi, T. (2005). User-adaptive hand gesture recognition system with interactive training. Image & Vision Computing, 23, 1102-1114.
Ling, D. (1986). Devices and procedures for auditory learning. Volta Review, 88, 19-28.
Ling, D. & Clarke, B. R. (1975). Cued speech: An evaluative study. American Annals of the Deaf, 120, 480-488.
Losson, O., & Cantegrit, B. (2000). An assistive interface for learning lexical corpus employing a virtual signer. Technology & Disability, 13, 83.
Luckner, J. L. (2005). An Examination of the Research and Training Needs in the Field of Deaf Education. American Annals of the Deaf, 150, 358-368.
Ludman, H. (1981). ABC of ENT. Deafness in childhood. British medical journal (Clinical research ed.), 282, 381-383.
Luetke-Stahlman, B. (1992). Comparing Four Input Models of Parental Questions to Hearing and Deaf Preschoolers. ACEHI Journal, 18, 93-101.
Luetke-Stahlman, B. (1998). Educational Ramifications of Various Instructional Inputs for Hearing Impaired Students. ACEHI Journal, 14, 105-21.
Mainstreaming the hearing-impaired : a program in cued speech. (1976, Winter). Parent cooperative preschools international journal, 6, 2-8.
Marshall, L. A., Morere, D. A., Leigh, I. W., & Blennerhassett, L. (1995). Social-emotional adjustment of deaf preschoolers: Investigation of three communication modes. Rehabilitation Psychology, 40, 152.
McGrath, G. J. (1968, October). Cued speech: a joint contribution. Rehabilitation in Australia, 5-6, 8-11.
Miles, A. C. (1967, November). Cued speech. American education, 3 unnumbered pages.
Mohay, H. (1983). The effects of cued speech on the language development of three deaf children. Sign Language Studies, 38, 25-49.
Monreal, S. T. (2005). Reading Levels of Spanish Deaf Students. American Annals of the Deaf, 150, 379-387.
Moorefield, S. (1974). Opening A New Door For The Deaf. American Education, 10, 30-3.
Moores, D. F. (1969). Cued speech: some practical and theoretical considerations. American Annals of the Deaf, 114, 23-33.
Moores, D. F. (1997). Communication eclecticism. American Annals of the Deaf, 142, 347.
Moores, D. F. (2004/2005). Editorial: The Search for Magic Solutions. American Annals of the Deaf, 149, 373-374.
Nash, J. E. (1973). Cues or signs: A case study in language acquisition. Sign Language Studies, 3, 79-91.
Neef, N. A., Iwata, B. A. (1985). The development of generative lipreading skills in deaf persons using cued speech training. Analysis & Intervention in Developmental Disabilities, 5, 289-305.
Neumark, V. (2000, October 27). In touch with each other. Times Educational Supplement, 6-7.
Nicholls, G. H., & Ling, D. (1982). Cued speech and the reception of spoken language. Journal of speech and hearing research, 25, 262-269.
Osberger, M. J., & Fisher, L. (2000). Preoperative predictors of postoperative implant performance in children. Annals of Otology, Rhinology & Laryngology, 109, 44-46.
Paijmans, R. (2006). Do Profoundly Prelingually Deaf Patients With Psychosis Really Hear Voices? American Annals of the Deaf, 151, 42-48.
Paire-Ficout, L., Colin, S., Magnan, A., & Ecalle, J. (2003). The phonological abilities of prereading deaf children. Revue de Neuropsychologie, 13, 237-262.
Paire-Ficout, L. & Magnan, A. (2001). Syllabic treatment in reading among deaf children: Effect of cued speech. Approche Neuropsychologique des Apprentissages chez l'Enfant, 13, 200-206.
Poncet, E., Chaperon, C., Metreau, M., François, M., Receveur, M., & Roulleau, P. (1983). [Results of 10 years of deafness screening and diagnosis in children and its implications. Early education of the young deaf child]. Annales d'Oto-laryngologie et de Chirurgie Cervico Faciale : Bulletin de la Societe d'oto-laryngologie des Hopitaux de Paris, 100, 543-8.
Power, D. J., Wood, D. J., & Wood, H. A. (1990). Conversational strategies of teachers using three methods of communication with deaf children. American Annals of the Deaf, 135, 9-13.
Proctor, R., Vu, K., & Pick, D. (2006). A Deficit in Older Adults' Effortful Selection of Cued Responses. Journal of Motor Behavior, 38, 265-284.
Puente, A. Fingerspelling and Sign Language as Alternative Codes for Reading and Writing Words for Chilean Deaf Signers. American Annals of the Deaf, 151, 299-310.
Quenin, C. S. & Blood, I. (1989). A national survey of cued speech programs. Volta Review, 91, 283-289.
Quinn, S. C. (1978). Visual cueing techniques for hearing children. The directive teacher, 1, 8-9.
Raifman, L. J. & Vernon, M. (1996). Important Implications for Psychologists of the Americans With Disabilities Act: Case in Point, the Patient Who Is Deaf. Professional Psychology - Research & Practice, 27, 372-377.
Reamy, C. & Brackett, D. (1999). Communication methodologies: options for families. Otolaryngologic Clinics of North America, 32, 1103-16.
Reed, C. M., Rabinowitz, W. M, Durlach, N. I.; Delhorne, L. A., Braida, L. D., Pemberton, J. C., Mulcahey, B. D., & Washington, D. L. (1992). Analytic study of the Tadoma method: Improving performance through the use of supplementary tactual displays. Journal of Speech & Hearing Research, 35, 450-465.
Research on Deafness. (2003). American Annals of the Deaf 148, 206-208.
Rittenhouse, R. K. & Kenyon, P. L. (1991). Conservation and metaphor acquisition in hearing-impaired children: Some relationships with communication mode, hearing acuity, schooling, and age. American Annals of the Deaf, 136, 313-320.
Rittenhouse, R. K., Kenyon, P., Leitner, J., & Baechle, C. L. (1988). Metaphor and conservation in hearing-impaired children: Cued speech, manually-coded english and oral-aural comparisons. Journal of Childhood Communication Disorders, 11, 253-262.
Roffe, S. (1998). The "dumbing down" of language. Hearing Health, 14, 24-27.
Santana Hernandez, R., Torres Monreal, S., & Garcia Orza, J. (2003). The Role of Cued Speech in the Development of Spanish Prepositions. American Annals of the Deaf, 148, 323-332.
Scheetz, N. A. (2006). Teacher Quality: A Comparison of National Board-Certified and Non-Board-Certified Teachers of Deaf Students. American Annals of the Deaf, 151, 71-87.
Schilp, C. E. (1986). The use of cued speech to correct misarticulation of /s/ and /z/ sounds in an 8-year-old boy with normal hearing. Language, Speech, and Hearing Services in Schools, 17, 270-275.
Scliar-Cabral, L. (1995). The identification, access, and recognition of lexical items. Cadernos de Estudos Linguisticos, 29, 57-67.
Seal, B. (2000). Working With Educational Interpreters. Language, Speech, and Hearing Services in Schools, 31, 15-25.
Sherer, M. R., Schreibman, L. (2005). Individual Behavioral Profiles and Predictors of Treatment Effectiveness for Children With Autism. Journal of Consulting & Clinical Psychology, 73, 525-538.
Shields, J. L., McHugh, A., & Martin, J. G. (1974). Reaction Time to Phoneme Targets as a Function of Rhythmic Cues in Continuous Speech. Journal of Experimental Psychology, 102, 250-55.
Smith, S., & Sutton-Spence, R. (2005). Adult-child interaction in a BSL nursery - getting their attention!. Sign Language & Linguistics, 8, 131-152.
Sokolov, J. L. (1988). Cue Validity in Hebrew Sentence Comprehension. Journal of Child Language, 15, 129-55.
Swadley, C. (1979, January). Our ten-year-old is deaf. Our children: our future, 26-29.
Stewart, D. A. & Lee, B. B. (1987). Cued Speech Revisited. B. C. Journal of Special Education, 11, 57-63.
Young, N. M., Grohne, K. M., Carrasco, V. N., & Brown, C. J. (2000). Speech perception in young children using nucleus or clarion cochlear implants: Effect of communication mode. Annals of Otology, Rhinology & Laryngology, 109, 77-79.
