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Kyle, F. E.; Campbell, R.; Mohammed, T.; Coleman, M.; MacSweeney, M. (2013)
Publisher: AMER SPEECH-LANGUAGE-HEARING ASSOC
Languages: English
Types: Article
Subjects: P1, science & technology, social sciences, life sciences & biomedicine, audiology & speech-language pathology, linguistics, rehabilitation, audiology & speech-language pathology, linguistics, rehabilitation, SCI, rehabilitation, SSCI, deafness, speech perception, children, development, lipreading, speechreading, visual speech-perception, phonetic information, auditory-cortex, infants, individuals, lips, distinctiveness, impairment, activation, lexicon

Classified by OpenAIRE into

mesheuropmc: otorhinolaryngologic diseases
Purpose: In this article, the authors describe the development of a new instrument, the Test of Child Speechreading (ToCS), which was specifically designed for use with deaf and hearing children. Speechreading is a skill that is required for deaf children to access the language of the hearing community. ToCS is a deaf-friendly, computer-based test that measures child speechreading (silent lipreading) at 3 psycholinguistic levels: (a) Words, (b) Sentences, and (c) Short Stories. The aims of the study were to standardize the ToCS with deaf and hearing children and to investigate the effects of hearing status, age, and linguistic complexity on speechreading ability.\ud \ud Method: Eighty-six severely and profoundly deaf children and 91 hearing children participated. All children were between the ages of 5 and 14 years. The deaf children were from a range of language and communication backgrounds, and their preferred mode of communication varied.\ud \ud Results: Speechreading skills significantly improved with age for both groups of children. There was no effect of hearing status on speechreading ability, and children from both groups showed similar performance across all subtests of the ToCS.\ud \ud Conclusion: The ToCS is a valid and reliable assessment of speechreading ability in school-age children that can be used to measure individual differences in performance in speechreading ability.
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    • 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(4), 451-472. doi: 10.1080/095414499382255
    • Allen, T. E. (1986). Patterns of academic achievement among hearing impaired students: 1974 and 1983. In A. N. Schildroth & M. A. Karchmer (Eds.), Deaf children in America (pp. 161- 206). San Diego, CA: College-Hill Press.
    • Andersson, U., & Lidestam, B. (2005). Bottom-Up Driven Speechreading in a Speechreading Expert: The Case of AA (JK023). Ear and Hearing, 26(2), 214-224. doi: 10.1097/00003446-200504000-00008
    • Arnold, P., & Kopsel, A. (1996). Lipreading, reading and memory of hearing and hearing-impaired children. Scandinavian Journal of Audiology, 25(1), 13 - 20. doi: 10.3109/01050399609047550
    • Auer, E. T., Jr., & Bernstein, L. E. (1997). Speechreading and the structure of the lexicon: computationally modeling the effects of reduced phonetic distinctiveness on lexical uniqueness. Journal of the Acoustical Society of America, 102(6), 3704-3710. doi: doi.org/10.1121/1.420402
    • Auer, E. T., Jr., & Bernstein, L. E. (2007). Enhanced Visual Speech Perception in Individuals With Early-Onset Hearing Impairment. J Speech Lang Hear Res, 50(5), 1157-1165. doi: 10.1044/1092-4388(2007/080)
    • Bernstein, L. E., Auer, E. T., Jr., & Tucker, P. E. (2001). Enhanced Speechreading in Deaf Adults: Can Short-Term Training/Practice Close the Gap for Hearing
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