Exeter Royal Academy for Deaf Education

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loml

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Cued Speech continues to be used at ERADE with some students and last year research was undertaken to judge its success. A full report should be available shortly but meanwhile a brief summary follows:

Cued Speech was introduced in a limited way at ERADE in 2006. Six students were selected for research between 2007-2008 by Laura Gratton in order to inform the continued use of Cued Speech at the school. The six students:

• were signing children between 7 and 14 years
• most had other problems in addition to deafness
• had only between 28 and 114 hours of exposure to Cued Speech.

BSL-using Cued Speech tutor, Cate Calder, and Speech and Language Therapist, Gill Banham, specifically taught the system of Cued Speech with the aim of improving students’ phonological awareness, lipreading, lip-patterns, English skills, and attitude to English. Cued Speech was only used in limited sessions and not at a whole language level with most lessons, including some about English, being delivered in BSL.

Students wanted to learn whole English words and phrases first before learning phonics. They were made aware of phonics by adding words they selected to a wall chart which had sounds represented by cues and lip-patterns. The synthetic phonics programme THRASS was used in the second year.

Despite the huge range in abilities of students and their very short exposure to Cued Speech results were impressive:

Grasping the system: 77.7% of the Cued Speech system could be produced - two tested at 100%

Lipreading: improved by 66% Lip-pattern production: improved by between 23% and 73%; an average of 40.1%

Literacy: improved by an average of 6 months

Phonetic awareness: improved by between 2 months and 6 years 5 months.

Attitude to English: all improved significantly (e.g. from ‘strongly disagreeing’ to ‘liking English’ to agreeingto ‘liking English’).

The beginning of phonetic awareness was demonstrated as the students began to make phonetically logical spelling choices: e.g. for ‘increase’ - inkres; for ‘direct’ - dirakt. Not surprisingly the students with most input made the best progress. One teacher wrote: ‘The use of Cued Speech simultaneously with synthetic phonics is giving these pupils a real understanding of how spoken languages work and of the relationship between spoken and written English.
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www.cuedspeech.org.uk
 
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I'll wait for the full report. Any findings prior are premature.
 
Deafdyke - Phonemic awareness and the ability to manipulate the same is a very important skill to have for all children for reading and obviously using the cueing when speaking will show the sounds. The nuances in spoken English, for example the word "hooked", we do not say a "d" at the end we say a "t". Children can/do acquire this knowledge through seeing the sound visually in conjunction with the mouth shape and the hand shape of cued phoeneme.

Your example:
deafdyke said:
Huked on fonics wirked four mee!!!!!
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using spelled pronunciation(using my Canadian dialect) and not the IPA is:

"Hookt awn faw-niks werkt foer mee.


Quite often when there is an "ed" at the end of an English word the phoneme is actually a "t:. These nuances of spoken language are what that cueing shows.
 
There is an article on Visual Phonics in this May issue of SIGNews.

It says Laurent Clerc Center speech pathologists and communication specialists use Visual Phonics with students from their earliest years through high school as the introduction of Visual Phonics while children are still infants occurs as a natural part of speechreading awareness.

That interests me since it is used at Gallaudet and makes me wonder if I would have acquired speech before five with that approach.
 
Bottesini said:
There is an article on Visual Phonics in this May issue of SIGNews.

It says Laurent Clerc Center speech pathologists and communication specialists use Visual Phonics with students from their earliest years through high school as the introduction of Visual Phonics while children are still infants occurs as a natural part of speechreading awareness.

That interests me since it is used at Gallaudet and makes me wonder if I would have acquired speech before five with that approach.
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I'll tell you something else that I find ironic. Cued Speech was developed by a Gallaudet math professor, and that is often used to give credibility to an outdated and seldom used technique. Yet, Laurent Clec doesn't even use it, and instead uses the more updated and viable system of Visual Phonics.:cool2:

We had a discussion on the differences between CS and VP a while back. Research favors the VP program.
 
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is this exeter your talking about in england? or exeter in usa
 
Bottesini said:
There is an article on Visual Phonics in this May issue of SIGNews.

It says Laurent Clerc Center speech pathologists and communication specialists use Visual Phonics with students from their earliest years through high school as the introduction of Visual Phonics while children are still infants occurs as a natural part of speechreading awareness.

That interests me since it is used at Gallaudet and makes me wonder if I would have acquired speech before five with that approach.
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Bottesini - I am not versed on the system of VP. From the little that I have read about it, there are 45 hand cues and symbols. :dunno: It seems to have more of a "speech" tool component only because the information I have read uses words such as "the plosiveness of /p/ - the air being released from the lips".

Hopefully there will be some empirical research soon indicating its use and success.

It might tie in really nicely with oral education. :)
 
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loml said:
Bottesini - I am not versed on the system of VP. From the little that I have read about it, there are 45 hand cues and symbols. :dunno: It seems to have more of a "speech" tool has a component only because the information I have read uses words such as "the plosiveness of /p/ - the air being released from the lips".

Hopefully there will be some empirical research soon indicating its use and success.

It might tie in really nicely with oral education. :)
Click to expand...

Might want to check with Gallaudet. There is already emprical research available. And they use it. Unlike the outdated CS sytem developed by their math prof.
 
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