No, CS was not developed as a communication system. It has been adulterated in more recent years. It was origninally developed as a teaching tool to increase literacy scores. You might want to check out some of the earlier comments by Dr. Cornett, who in fact, devised the system. The oringinal intent was to assist in removing the ambiguity of speech reading.
I believe you that the original intent was not for communication. So was it meant to increase literacy scores, remove ambiguity of speech reading or both? All of the recent information I have read on CS has stated that it is being used as a communication tool. Especially when it's compared to Visual Phonics, that is the main distinction that is made.
Cuing students have better scores as compared to whom? That is the question that needs to be asked. Compared to oral only non-cuing students?
I believe the quotes I used said compared to non-cueing peers. To me, peers would mean that they have had the same opportunites (or lack of) with the exception of the exposure to cueing. The previous quotes also said that the cueing students were on par with hearing students. You would have to go back and read the studies that they referenced to get the specifics on the participant base. Sorry, I don't have time to do that right now.
I would suggest that would hold true because of the added visual component. But how do they compare to students who are bilingual? Research has supported over and over that the highest achieving students are those that are exposed to both sign and speech. Why? Because they are utilizing a whole langue approach.
I didn't think I questioned the success of the whole language approach. I have read some of the research supporting the use of cueing combined with signing. Actually, I think I quoted that sentence as well.
There are volumes of research out there that indicates that spelling is not so much a phonological function (due tothe fact that English is extremely inconsistent phonologically), but one of top down cognitive processing. Words are not recognized as phonological parts, but as a whole comprised of specific letters that make up a particular shape that is recognized visually as a whole.
I didn't think I was talking specifically about spelling, but literacy as a whole. I'll have to go back and read my posts to see if I said that.
The top-down cognitive processing is just one of a few models of reading processing.
"Bottom-up approaches to reading instruction (Gough, 1972; LaBerge & Samuels, 1974) are generated from text-based models that emphasize graphic information and sound-letter correspondences on the printed page more that the reader's background knowledge. Top-down approaches (Goodman, 1976; Kolers, 1972), in contrast, are generated from reader-based madels that emphasize what the reader brings to the reading situation as opposed to what is on the printed page. In interactive approaches (Carpenter & Just, 1981; Rumelhart, 1977; Stanovich, 1980) good readers are viewed as integrating information from the text with their own knowledge to construct meaning. (Anderson & Pearson, 1984). To that end, readers sometimes apply top-down strategies, while at other times, they apply bottom up strategies."
LasSasso, C.J., & Metzger, M.A. (1998) An alternative 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.
I hope we are talking about the same top-down processing.
Likewise, the reading tests need to be based on comprehension, not on word recognition for the increase in scores to be taken as valid in increasing literacy. It has been supported through numerous research designs that the deaf are indeed superior to the hearing in visual word and pattern recognition skills.
To increase literacy, one needs to increase not just word recognition, or spelling skills, but whole language. It is the difference between a skills based approach and a whole language approach. Being able to pronounce a word, or to spell a word is not very useful if one cannot use that word conceptually. That is the primary issue that CS fails to address.
"Phonological information is viewed as being central to the reading process." (Reference same paper as above). Systems like Visual Phonics and Cued Speech provide this phonological information, so I fail to see how increasing word recognition would not lead to increased literacy.
I never claimed that a skills based approach was the way to go.
As far as reading comprehansion is concerned, I found a study by Wandel (1989). He examined 120 deaf and hearing subjects from oral, TC , or CS backgrounds who were matched for hearing loss, and years in the manual mode (signing or cueing). The hearing control group was matched with deaf subjects for age, general cognitive ability, gender, and parent education level. One of the measures was the Reading Comprehension subtest of the SAT.
Findings: In comparison to hearing peers, deaf subjects, as a group, scored significantly lower SAT reading comprehension scores than hearing peers; however, reading comprehansion scores of profoundly deaf subjects who used CS were higher than those of other groups of deaf subjects and comparable to those of the hearing comparison group.
So although it doesn't look like CS adresses concepts, I think the research above shows that it does (on some level, somehow).
While it can be a useful teaching tool, it has been around for 40 years and has not shown to impact the literacy skills of deaf students. It is recently making a resurgence due to the move toward oralism (AGAIN)!
I don't really see how it is related to oralism. To me, oralism doesn't include any visual input of language. To me, it looks like a HUGE component of CS is visual, so even though it is representing an oral language it is not oralism (in my definition).
The fact of the matter is, there are several avenues to reading and the phonological approach is but one. Even hearing students do not all function well with this approach. By the same token, there are some deaf students who do, but they are not the majority.