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Re: reading levels of deaf and HOH

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I too was uneasy about whether to post my comments or not, but decided to do

so because I'm not saying that people should use this methodology, but that

they should do themselves the favor and investigate it and make an informed

decision after that. If anyone is truly interested, there are cued speech

camps nationally and internationally that are loads of fun and teach the

system Most are a week or less which is all it takes to learn it.

With cued speech, the other person needs to be able to cue in order for the

system to work, just as with ASL, there needs to be sign to be understood.

ASL is a visual representation of a word/concept. Cued speech is a visual

representation of a phoneme of speech (a sound of speech) For example, if I

sign the word tree, I rest my elbow on my other palm, hold my hand in the

air and shake it to symbolize the word tree. It tells me nothing about the

sound of the word, but I know that it means tree...now, what about oak tree,

maple tree...as far as I know, there's no sign for those, so you finger

spell...o-a-k, m-a-p-l-e. Again, nothing tells you how these are

phonetically pronounced. Now, with cued speech, to cue the word tree, I say

the word and as I'm saying it, I cue the sounds of the word...tuh...reee.

Maple tree becomes...may....puh...ul..... tuh...ree. Oak tree is oh...kuh

tuh..ree What happens is that the person uses the mouth movement and

correlates it with the cue to visually " hear " the sounds. All cueing is is a

stringing of the sounds of speech that one hears together. That's why even

accents can be cued...for example, take the word Boston. Now, there is

probably a sign for Boston...let's assume there is. You know the word is

Boston that you're talking about. Now, for cueing, there is no one cue for

Boston...I, for example, say Bawstun. That would be cued

Baw...s...t....uhn. Now, another person says, Bahstin. That would be cued,

Bah..s...t....in So, you see, the person actually " hears " the difference in

accents, just as we do, yet knows the word is Boston, just like we do. That

is why learning to read is easier. You are actually, learning visual

phonics so you can teach phonetic reading.

Just like signing, a child would need a cued speech transliterator

(interpretor) if the person talking to them doesn't know how to cue and/or

sign language interpreter if they use sign as well. They are not mutally

exclusive. However, to me, the significant piece is the speed at which a

family can communicate their entire conversation to their child without

having to learn a " foreign " language such as ASL. In one week, they can

slowly cue anything, and within a year, cue at a slow conversational speed.

After that, it's just the amount of practice that determines speed. Because

the family can cue every word, the child develops a vocabulary that is not

limited by the amount of sign that a parent/sibling knows. They also will

learn every word in the english language that is used and its context. To

me, the literacy and the ability to acquire more language from the family

are two benefits that result whether the rest of the world cues or not. It

also helped my son tremendously with lipreading and using his residual

hearing because he learned to visually understand what his ears were

hearing. When he heard an ah sound and we cued AH...it reinforced that this

was an ah sound...etc.

Another tool that I personally wish more people would investigate is the

Fast Forward program which is used to remediate central auditory processing

disorder. It is an incredible program that compresses years of speech

therapy into a 6-10 week intensive computer based remediation. I believe in

it so much that i bought stock in the company and have held it through the

tech stock crash. Some CI facilities use it for post implant auditory

training and I don't understand why they all don't. It's expensive, so

maybe that's why.

Hope this info helps.

Re: reading levels of deaf and HOH

> >> " I'm so sad that so many parents still haven't taken the time to go to a

> >>cued

> speech seminar/camp and truly learn the power of such a system. "

>

> -

> I get uneasy when topics turn to advocating for specific methodologies and

> communication modes, but to tell you the truth, the reason I never looked

> into cued speech is because NO ONE in my area uses it. I am not aware of

any

> locations anywere near me that teach cued speech. There are no current

> professionals in the schools here that know cued speech. Why use a

> communication system when there are no others around that use it as well?

>

> I am curious about a few things regarding cued speech. My very basic

> understanding is that it is some facial and hand movements, coordinated

with

> speech, that offer additional clues to what the words may be. How does

this

> translate to an actual situation for the HI person when the person they

are

> communicating with does not use cued speech? Is a translator still needed?

> I'm not going to take a position on this because honestly, I don't know

> enough about it :)

> Colin

>

> _________________________________________________________________

> Find things fast with the new MSN Toolbar ¡¦includes FREE pop-up

blocking!

> http://clk.atdmt.com/AVE/go/onm00200414ave/direct/01/

>

>

>

> All messages posted to this list are private and confidential. Each post

is the intellectual property of the author and therefore subject to

copyright restrictions.

>

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Guest guest

,

I'm delighted that you posted. I also know nothing about cued speech. As far

as I know there is nothing near me either.-- locally we've encountered mostly

ASL use and some SEE.

I like reading about the different modalities, but sometimes it is

overwhelming to read the websites and try to understand the application and

theory. They

all blend into a confusing mass in my brain. Reading your post, written from

you perspective and experience helps a lot!

Thank you -- Jill

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,

We started using cued speech with my daughter at the age of three - we had done

pidgeon sign as best we could before that. If cued speech is used all the time

the child gets ALL the same pheonemic information as a hearing child and their

brain just starts making sense out of it - kind of like spoken language with a

baby - they don't just immediately understand what you are saying - it is a

process. You would want to do it all the time - not just for clarification -

the child's brain will start to understand the English language and develop

vocabulary at a normal pace - assuming everything else is ok. Although cued

speech may no be for everyone - it has allowed my daughter to keep up with her

peers at school - be in honor classes - basically, no delays language wise at

all.

Amy

<tt>

I also think that advocating one particular style of communication is somewhat

dangerous here, however I did see that you were merely saying that people

should at least look into it and not saying it is right for everyone.  I would

like to make a side note that I personally think people should look into every

communication style thoroughly (sp?) before deciding on one.  <BR>

<BR>

Now I would really like to know what the general age that kids start responding

well to cued speech is.  It is a phonetic system so they have to be able to

understand that.  I would like to try using a modified system with my 5 year

old using the alphabet rather than the actual cues so he knows which letter to

pronounce, but it is more for articulation reasons.  <BR>

<BR>

For my son that may be a good alternative to AV since he has very little

functional hearing (we used to think he had none but recently he has been

repeating vowel sounds and that is a huge step for him).  Anyway from what I

understand about cued speech it utilizes what hearing is there as well as cues

to help them pick up on sounds they wouldn't ordinarily hear, and I think that

would really help as far as being able to understand spoken language better.  I

also think there are many ways to modify the system.  If the child is able to

understand some but has a hard time you could probably cue to them but if they

are unable to speak or even with cues are not understood they could use some

form of sign in return.  I know this could get really complicated but I think

cueing could be used to help teach a child how to hear, and could be mixed in

with other forms of communication.  Anyway I would like to try this at some

point with , but I'm sure Andy will be at the point where we could use it

faster, he is not hearing impaired as far as we know, but I do want to get him

tested because recently he has been saying what a lot, although I assume it is

just his age, but also in the car he tells me he can't hear the radio, but he

may just like it loud, either way we need to get it checked out.  My point is

that when he is ready for phonics I would really like to try this method.  He

is just now learning his letters so it wouldn't help a whole lot, but I am

working a lot on letter sounds and recognition so that maybe we could start

using cueing soon.  We can even use cueing only when he is hard to understand. 

Anyway I would love info on cueing and what age is best to start, even what age

is best to introduce it and how to introduce it.  How do you introduce the

basics of reading such as the alphabet in a child who is Deaf?  Feel free to e-

mail me off the list at enriquez16@....  Make sure to put somewhere in

the title cued speech or something that

tells me you aren't junk mail, because I will often just erase things, if it

looks like it could be solicitation.  <BR>

<BR>

  Re: reading levels of deaf and HOH<BR>

<BR>

<BR>

<BR>

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Guest guest

,

We started using cued speech with my daughter at the age of three - we had done

pidgeon sign as best we could before that. If cued speech is used all the time

the child gets ALL the same pheonemic information as a hearing child and their

brain just starts making sense out of it - kind of like spoken language with a

baby - they don't just immediately understand what you are saying - it is a

process. You would want to do it all the time - not just for clarification -

the child's brain will start to understand the English language and develop

vocabulary at a normal pace - assuming everything else is ok. Although cued

speech may no be for everyone - it has allowed my daughter to keep up with her

peers at school - be in honor classes - basically, no delays language wise at

all.

Amy

<tt>

I also think that advocating one particular style of communication is somewhat

dangerous here, however I did see that you were merely saying that people

should at least look into it and not saying it is right for everyone.  I would

like to make a side note that I personally think people should look into every

communication style thoroughly (sp?) before deciding on one.  <BR>

<BR>

Now I would really like to know what the general age that kids start responding

well to cued speech is.  It is a phonetic system so they have to be able to

understand that.  I would like to try using a modified system with my 5 year

old using the alphabet rather than the actual cues so he knows which letter to

pronounce, but it is more for articulation reasons.  <BR>

<BR>

For my son that may be a good alternative to AV since he has very little

functional hearing (we used to think he had none but recently he has been

repeating vowel sounds and that is a huge step for him).  Anyway from what I

understand about cued speech it utilizes what hearing is there as well as cues

to help them pick up on sounds they wouldn't ordinarily hear, and I think that

would really help as far as being able to understand spoken language better.  I

also think there are many ways to modify the system.  If the child is able to

understand some but has a hard time you could probably cue to them but if they

are unable to speak or even with cues are not understood they could use some

form of sign in return.  I know this could get really complicated but I think

cueing could be used to help teach a child how to hear, and could be mixed in

with other forms of communication.  Anyway I would like to try this at some

point with , but I'm sure Andy will be at the point where we could use it

faster, he is not hearing impaired as far as we know, but I do want to get him

tested because recently he has been saying what a lot, although I assume it is

just his age, but also in the car he tells me he can't hear the radio, but he

may just like it loud, either way we need to get it checked out.  My point is

that when he is ready for phonics I would really like to try this method.  He

is just now learning his letters so it wouldn't help a whole lot, but I am

working a lot on letter sounds and recognition so that maybe we could start

using cueing soon.  We can even use cueing only when he is hard to understand. 

Anyway I would love info on cueing and what age is best to start, even what age

is best to introduce it and how to introduce it.  How do you introduce the

basics of reading such as the alphabet in a child who is Deaf?  Feel free to e-

mail me off the list at enriquez16@....  Make sure to put somewhere in

the title cued speech or something that

tells me you aren't junk mail, because I will often just erase things, if it

looks like it could be solicitation.  <BR>

<BR>

  Re: reading levels of deaf and HOH<BR>

<BR>

<BR>

<BR>

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Guest guest

,

We started using cued speech with my daughter at the age of three - we had done

pidgeon sign as best we could before that. If cued speech is used all the time

the child gets ALL the same pheonemic information as a hearing child and their

brain just starts making sense out of it - kind of like spoken language with a

baby - they don't just immediately understand what you are saying - it is a

process. You would want to do it all the time - not just for clarification -

the child's brain will start to understand the English language and develop

vocabulary at a normal pace - assuming everything else is ok. Although cued

speech may no be for everyone - it has allowed my daughter to keep up with her

peers at school - be in honor classes - basically, no delays language wise at

all.

Amy

<tt>

I also think that advocating one particular style of communication is somewhat

dangerous here, however I did see that you were merely saying that people

should at least look into it and not saying it is right for everyone.  I would

like to make a side note that I personally think people should look into every

communication style thoroughly (sp?) before deciding on one.  <BR>

<BR>

Now I would really like to know what the general age that kids start responding

well to cued speech is.  It is a phonetic system so they have to be able to

understand that.  I would like to try using a modified system with my 5 year

old using the alphabet rather than the actual cues so he knows which letter to

pronounce, but it is more for articulation reasons.  <BR>

<BR>

For my son that may be a good alternative to AV since he has very little

functional hearing (we used to think he had none but recently he has been

repeating vowel sounds and that is a huge step for him).  Anyway from what I

understand about cued speech it utilizes what hearing is there as well as cues

to help them pick up on sounds they wouldn't ordinarily hear, and I think that

would really help as far as being able to understand spoken language better.  I

also think there are many ways to modify the system.  If the child is able to

understand some but has a hard time you could probably cue to them but if they

are unable to speak or even with cues are not understood they could use some

form of sign in return.  I know this could get really complicated but I think

cueing could be used to help teach a child how to hear, and could be mixed in

with other forms of communication.  Anyway I would like to try this at some

point with , but I'm sure Andy will be at the point where we could use it

faster, he is not hearing impaired as far as we know, but I do want to get him

tested because recently he has been saying what a lot, although I assume it is

just his age, but also in the car he tells me he can't hear the radio, but he

may just like it loud, either way we need to get it checked out.  My point is

that when he is ready for phonics I would really like to try this method.  He

is just now learning his letters so it wouldn't help a whole lot, but I am

working a lot on letter sounds and recognition so that maybe we could start

using cueing soon.  We can even use cueing only when he is hard to understand. 

Anyway I would love info on cueing and what age is best to start, even what age

is best to introduce it and how to introduce it.  How do you introduce the

basics of reading such as the alphabet in a child who is Deaf?  Feel free to e-

mail me off the list at enriquez16@....  Make sure to put somewhere in

the title cued speech or something that

tells me you aren't junk mail, because I will often just erase things, if it

looks like it could be solicitation.  <BR>

<BR>

  Re: reading levels of deaf and HOH<BR>

<BR>

<BR>

<BR>

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Guest guest

,

Hearing very little has nothing to do with processing cued speech - my daughter

is profoundly deaf - very little residual hearing. There is no reason a child

should not be able to process cued speech assuming deafness is the only issue.

From some of your other e-mails I think I remember may have other issues -

so that makes the decision more difficult.

Amy

<tt>

Amy,<BR>

But hears very little so what if he is unable to process it, and we are<BR>

using cueing all the time and he isn't getting it, we have stopped working<BR>

on signing and he then has no communication?  That is my worry.  Not every<BR>

child is able to pick it up.  The audi's still think his loss is mainly<BR>

central, but I am wondering because he seems to be responding to vowels.  On<BR>

the other hand what if it is central he just won't pick up on cueing and we<BR>

will have wasted time.  I don't know I guess that is just too scary for me<BR>

to try to use it all the time assuming that he will get it.  I would like to<BR>

see he actually has the ability to understand before I did that.<BR>

<BR>

Re: reading levels of deaf and HOH<BR><BR>

> <BR><BR>

> <BR><BR>

> <BR><BR>

>

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Guest guest

,

Hearing very little has nothing to do with processing cued speech - my daughter

is profoundly deaf - very little residual hearing. There is no reason a child

should not be able to process cued speech assuming deafness is the only issue.

From some of your other e-mails I think I remember may have other issues -

so that makes the decision more difficult.

Amy

<tt>

Amy,<BR>

But hears very little so what if he is unable to process it, and we are<BR>

using cueing all the time and he isn't getting it, we have stopped working<BR>

on signing and he then has no communication?  That is my worry.  Not every<BR>

child is able to pick it up.  The audi's still think his loss is mainly<BR>

central, but I am wondering because he seems to be responding to vowels.  On<BR>

the other hand what if it is central he just won't pick up on cueing and we<BR>

will have wasted time.  I don't know I guess that is just too scary for me<BR>

to try to use it all the time assuming that he will get it.  I would like to<BR>

see he actually has the ability to understand before I did that.<BR>

<BR>

Re: reading levels of deaf and HOH<BR><BR>

> <BR><BR>

> <BR><BR>

> <BR><BR>

>

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Guest guest

,

Hearing very little has nothing to do with processing cued speech - my daughter

is profoundly deaf - very little residual hearing. There is no reason a child

should not be able to process cued speech assuming deafness is the only issue.

From some of your other e-mails I think I remember may have other issues -

so that makes the decision more difficult.

Amy

<tt>

Amy,<BR>

But hears very little so what if he is unable to process it, and we are<BR>

using cueing all the time and he isn't getting it, we have stopped working<BR>

on signing and he then has no communication?  That is my worry.  Not every<BR>

child is able to pick it up.  The audi's still think his loss is mainly<BR>

central, but I am wondering because he seems to be responding to vowels.  On<BR>

the other hand what if it is central he just won't pick up on cueing and we<BR>

will have wasted time.  I don't know I guess that is just too scary for me<BR>

to try to use it all the time assuming that he will get it.  I would like to<BR>

see he actually has the ability to understand before I did that.<BR>

<BR>

Re: reading levels of deaf and HOH<BR><BR>

> <BR><BR>

> <BR><BR>

> <BR><BR>

>

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Hi Jill

http://www.cuedspeech.org/Cue_Camps.html

Here is some info on cued speech camps in the US for the summer. I

personally have been to Cue Camp Friendship twice since it is 40 minutes

from me and 15 min from my parents and I stay there and commute since it's

very hot in the rooms without a/c. I've also been to Cue Camp Virginia and

it was the most incredible experience. You sleep in a VERY nice 4H camp

facility with rooms containing wooden bunk beds. Each building has a large

bathroom/washing facility. There are bonfires, soccer games, volleball

games, classes, kayaking in the town River which is very shallow, right

next to the large camping facility. The only problem is that the kids miss

a couple of days of school. I've found this to be such an interesting

multimodality camp with Cued Speech, ASL, Signed English, Pidgeon English,

Oral, etc everywhere...even different modalities within one family. I've

heard Camp Cheerio and the one in Maine are also good and have been wanting

to experience them but haven't yet due to lack of time. There are also many

local classes around that you don't always hear about.

I definitely think that it's worth a visit and scholarships are also usually

available

Re: reading levels of deaf and HOH

> ,

>

> I'm delighted that you posted. I also know nothing about cued speech. As

far

> as I know there is nothing near me either.-- locally we've encountered

mostly

> ASL use and some SEE.

>

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Guest guest

Interesting points, interesting post!.

My husband and I were discussing a variation on #1 before this thread began.

Since I'm teachng myself to sign and in turn teaching my family, I've found

that there are several (probably many) signs that work for several English

words. While those words all share the same general concept, there are nuanced

differences in the meanings. Other things like " see you later " would be

correctly

signed as " meet you later " obviously can cause confusion when reading. If an

AL fluent child reads that someone says " see you later " the general content

will be understood. You obviously have to meet up with someone to be able to see

them, but the colloquial use of " see " is not being correctly understood. I was

pointing this out to my hubby when we were talking about ASL as a choice for

Ian if he needs sign to help with college. LIke I said, we're in the midst of

deciding what to try.

Number 3 is one that I found personally frustrating. When my son was in 5th

grade his

Spec Ed teacher would send notes filed with spelling errors. Words like

schedule -- (spelled schedual) a word that I would think anyone with an

education

degree should know how to spell. But I will admit that she was the only one of

her kind. Once Ian was in the middle school the Spec Ed people were far better

spoken and literate.

And number 4 is, I think, something that is chronic throughout our culture,

not just applying to D/HH or other kids with special needs. I don't thinking

our general popluation is nearly as well educated as we think they are. I doubt

that the average reading level of Americans reaches a 9th grade level. (I've

decided to search and find if there are state on the average reading level of

the general public.) In my opinion, this is not the fault of our schools and

teachers, becuase the education is there for the taking. IMHO, it is more linked

to parental expectations and support of the education available.

Over the years I can't tell you how many parents have made comments to my

husband about how much of what is learned in school is not important, and what

was good enough for them should be good enough. If parents don't value the

education, neither will their kids. Do we need to know the word " facetious " in

order to survive in our society? Nope, but it makes for a pretty good

alternative

to " sarcastic. " Plus it is one of only a few words in the english language

which contain all the vowels in alphabetical order. Pretty cool, and of

absolutely no value except that it is fun to know and a fun word to use.

Best -- Jill

_________________________________________________________________

<<3. Insufficient language in support staff

I think this is a huge issue. Interpreters and teachers whose

language skills are lower than those of the child they are working with are not

helping (ditto speech and language therapists). I can speak and read French

with

moderate fluency, but I would never dream of teaching it to someone else, let

alone trying to interpret.

4. Culture of low expectations

This is a problem specific to the school system. After all, if

*most* deaf kids read at a third grade level, that's a reasonable goal.>>

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In a message dated 3/16/2004 2:11:15 PM Eastern Standard Time,

JillcWood@... writes:

I don't thinking

our general popluation is nearly as well educated as we think they are.

Sheez ... I should have edited that sentence. I'm barely understandable

there! I need to slow down as I type, LOL -- Jill

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In a message dated 3/16/2004 2:11:15 PM Eastern Standard Time,

JillcWood@... writes:

I don't thinking

our general popluation is nearly as well educated as we think they are.

Sheez ... I should have edited that sentence. I'm barely understandable

there! I need to slow down as I type, LOL -- Jill

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In a message dated 3/16/2004 2:11:15 PM Eastern Standard Time,

JillcWood@... writes:

I don't thinking

our general popluation is nearly as well educated as we think they are.

Sheez ... I should have edited that sentence. I'm barely understandable

there! I need to slow down as I type, LOL -- Jill

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Guest guest

I have to say, I learned cued speech last summer, and loved it!

I'd long thought it would be great for my son, who is oral but with a severe

loss, and as he was entering kindergarten and beginning reading, it just

sounded like it would make sense. We spent 5 days at a camp and had a total

blast. Met great people, all deaf/HOH, some signers, some oral. We were able

to learn the whole system in that time, and even begin practicing it.

Unfortunately, my son has banned me from using it with him! But I think if

we did it more, and he got used to it, it would really help him. I'm keeping

it in my back pocket for future use, and I'm wondering if they'll let me

come back to cue camp even if we're not using the system! (it was that much

fun!)

Anyway, I'd recommend it...

Stefanie

mom to Ben, 5, severe HOH, and Isabella, 8, mild loss, unaided

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Guest guest

I also think that advocating one particular style of communication is somewhat

dangerous here, however I did see that you were merely saying that people should

at least look into it and not saying it is right for everyone. I would like to

make a side note that I personally think people should look into every

communication style thoroughly (sp?) before deciding on one.

Now I would really like to know what the general age that kids start responding

well to cued speech is. It is a phonetic system so they have to be able to

understand that. I would like to try using a modified system with my 5 year old

using the alphabet rather than the actual cues so he knows which letter to

pronounce, but it is more for articulation reasons.

For my son that may be a good alternative to AV since he has very little

functional hearing (we used to think he had none but recently he has been

repeating vowel sounds and that is a huge step for him). Anyway from what I

understand about cued speech it utilizes what hearing is there as well as cues

to help them pick up on sounds they wouldn't ordinarily hear, and I think that

would really help as far as being able to understand spoken language better. I

also think there are many ways to modify the system. If the child is able to

understand some but has a hard time you could probably cue to them but if they

are unable to speak or even with cues are not understood they could use some

form of sign in return. I know this could get really complicated but I think

cueing could be used to help teach a child how to hear, and could be mixed in

with other forms of communication. Anyway I would like to try this at some

point with , but I'm sure Andy will be at the point where we could use it

faster, he is not hearing impaired as far as we know, but I do want to get him

tested because recently he has been saying what a lot, although I assume it is

just his age, but also in the car he tells me he can't hear the radio, but he

may just like it loud, either way we need to get it checked out. My point is

that when he is ready for phonics I would really like to try this method. He is

just now learning his letters so it wouldn't help a whole lot, but I am working

a lot on letter sounds and recognition so that maybe we could start using cueing

soon. We can even use cueing only when he is hard to understand. Anyway I

would love info on cueing and what age is best to start, even what age is best

to introduce it and how to introduce it. How do you introduce the basics of

reading such as the alphabet in a child who is Deaf? Feel free to e-mail me off

the list at enriquez16@.... Make sure to put somewhere in the title

cued speech or something that tells me you aren't junk mail, because I will

often just erase things, if it looks like it could be solicitation.

Re: reading levels of deaf and HOH

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I also think that advocating one particular style of communication is somewhat

dangerous here, however I did see that you were merely saying that people should

at least look into it and not saying it is right for everyone. I would like to

make a side note that I personally think people should look into every

communication style thoroughly (sp?) before deciding on one.

Now I would really like to know what the general age that kids start responding

well to cued speech is. It is a phonetic system so they have to be able to

understand that. I would like to try using a modified system with my 5 year old

using the alphabet rather than the actual cues so he knows which letter to

pronounce, but it is more for articulation reasons.

For my son that may be a good alternative to AV since he has very little

functional hearing (we used to think he had none but recently he has been

repeating vowel sounds and that is a huge step for him). Anyway from what I

understand about cued speech it utilizes what hearing is there as well as cues

to help them pick up on sounds they wouldn't ordinarily hear, and I think that

would really help as far as being able to understand spoken language better. I

also think there are many ways to modify the system. If the child is able to

understand some but has a hard time you could probably cue to them but if they

are unable to speak or even with cues are not understood they could use some

form of sign in return. I know this could get really complicated but I think

cueing could be used to help teach a child how to hear, and could be mixed in

with other forms of communication. Anyway I would like to try this at some

point with , but I'm sure Andy will be at the point where we could use it

faster, he is not hearing impaired as far as we know, but I do want to get him

tested because recently he has been saying what a lot, although I assume it is

just his age, but also in the car he tells me he can't hear the radio, but he

may just like it loud, either way we need to get it checked out. My point is

that when he is ready for phonics I would really like to try this method. He is

just now learning his letters so it wouldn't help a whole lot, but I am working

a lot on letter sounds and recognition so that maybe we could start using cueing

soon. We can even use cueing only when he is hard to understand. Anyway I

would love info on cueing and what age is best to start, even what age is best

to introduce it and how to introduce it. How do you introduce the basics of

reading such as the alphabet in a child who is Deaf? Feel free to e-mail me off

the list at enriquez16@.... Make sure to put somewhere in the title

cued speech or something that tells me you aren't junk mail, because I will

often just erase things, if it looks like it could be solicitation.

Re: reading levels of deaf and HOH

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I also think that advocating one particular style of communication is somewhat

dangerous here, however I did see that you were merely saying that people should

at least look into it and not saying it is right for everyone. I would like to

make a side note that I personally think people should look into every

communication style thoroughly (sp?) before deciding on one.

Now I would really like to know what the general age that kids start responding

well to cued speech is. It is a phonetic system so they have to be able to

understand that. I would like to try using a modified system with my 5 year old

using the alphabet rather than the actual cues so he knows which letter to

pronounce, but it is more for articulation reasons.

For my son that may be a good alternative to AV since he has very little

functional hearing (we used to think he had none but recently he has been

repeating vowel sounds and that is a huge step for him). Anyway from what I

understand about cued speech it utilizes what hearing is there as well as cues

to help them pick up on sounds they wouldn't ordinarily hear, and I think that

would really help as far as being able to understand spoken language better. I

also think there are many ways to modify the system. If the child is able to

understand some but has a hard time you could probably cue to them but if they

are unable to speak or even with cues are not understood they could use some

form of sign in return. I know this could get really complicated but I think

cueing could be used to help teach a child how to hear, and could be mixed in

with other forms of communication. Anyway I would like to try this at some

point with , but I'm sure Andy will be at the point where we could use it

faster, he is not hearing impaired as far as we know, but I do want to get him

tested because recently he has been saying what a lot, although I assume it is

just his age, but also in the car he tells me he can't hear the radio, but he

may just like it loud, either way we need to get it checked out. My point is

that when he is ready for phonics I would really like to try this method. He is

just now learning his letters so it wouldn't help a whole lot, but I am working

a lot on letter sounds and recognition so that maybe we could start using cueing

soon. We can even use cueing only when he is hard to understand. Anyway I

would love info on cueing and what age is best to start, even what age is best

to introduce it and how to introduce it. How do you introduce the basics of

reading such as the alphabet in a child who is Deaf? Feel free to e-mail me off

the list at enriquez16@.... Make sure to put somewhere in the title

cued speech or something that tells me you aren't junk mail, because I will

often just erase things, if it looks like it could be solicitation.

Re: reading levels of deaf and HOH

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At 12:22 PM 3/15/04, you wrote:

>It is a phonics issue. When you use sign...any kind...you are visually

>representing a concept/word, not sounding out the word.

I think that there are four main reasons why deaf/hoh children have delayed

reading skills compared to hearing children. Use of sign can't be the sole

cause, as the delayed level is for all kids with hearing loss, many of whom

don't use sign.

1. Insufficient language

Language delay, or limited language, is going to have a severe impact on

reading ability, regardless of the primary language (sign or English). While it

is possible to read a language you don't speak, I suspect the ability rests on

excellent language skills and literacy in the primary language. My primary

language is English, in which I have above average fluency and literacy. I can

read some German, and most Spanish, although I speak neither language, and I can

read French, which I do speak, but I read it much better than I speak it.

2. Lack of phonemic or phonetic awareness.

This is the factor you were pointing out. Even with excellent language

skills, difficulties in this area are going to impact reading ability. Cueing

is one way of addressing this challenge. There are other methods. This entire

issue of Odyssey is devoted to this.

http://clerccenter.gallaudet.edu/Odyssey/Fall2003/index.html

Visual phonics is another method being used to demonstrate phonemic differences.

3. Insufficient language in support staff

I think this is a huge issue. Interpreters and teachers whose language

skills are lower than those of the child they are working with are not helping

(ditto speech and language therapists). I can speak and read French with

moderate fluency, but I would never dream of teaching it to someone else, let

alone trying to interpret.

4. Culture of low expectations

This is a problem specific to the school system. After all, if *most*

deaf kids read at a third grade level, that's a reasonable goal.

Barbara Handley

http://www.deafhomeschool.com

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At 12:22 PM 3/15/04, you wrote:

>It is a phonics issue. When you use sign...any kind...you are visually

>representing a concept/word, not sounding out the word.

I think that there are four main reasons why deaf/hoh children have delayed

reading skills compared to hearing children. Use of sign can't be the sole

cause, as the delayed level is for all kids with hearing loss, many of whom

don't use sign.

1. Insufficient language

Language delay, or limited language, is going to have a severe impact on

reading ability, regardless of the primary language (sign or English). While it

is possible to read a language you don't speak, I suspect the ability rests on

excellent language skills and literacy in the primary language. My primary

language is English, in which I have above average fluency and literacy. I can

read some German, and most Spanish, although I speak neither language, and I can

read French, which I do speak, but I read it much better than I speak it.

2. Lack of phonemic or phonetic awareness.

This is the factor you were pointing out. Even with excellent language

skills, difficulties in this area are going to impact reading ability. Cueing

is one way of addressing this challenge. There are other methods. This entire

issue of Odyssey is devoted to this.

http://clerccenter.gallaudet.edu/Odyssey/Fall2003/index.html

Visual phonics is another method being used to demonstrate phonemic differences.

3. Insufficient language in support staff

I think this is a huge issue. Interpreters and teachers whose language

skills are lower than those of the child they are working with are not helping

(ditto speech and language therapists). I can speak and read French with

moderate fluency, but I would never dream of teaching it to someone else, let

alone trying to interpret.

4. Culture of low expectations

This is a problem specific to the school system. After all, if *most*

deaf kids read at a third grade level, that's a reasonable goal.

Barbara Handley

http://www.deafhomeschool.com

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Amy,

But hears very little so what if he is unable to process it, and we are

using cueing all the time and he isn't getting it, we have stopped working

on signing and he then has no communication? That is my worry. Not every

child is able to pick it up. The audi's still think his loss is mainly

central, but I am wondering because he seems to be responding to vowels. On

the other hand what if it is central he just won't pick up on cueing and we

will have wasted time. I don't know I guess that is just too scary for me

to try to use it all the time assuming that he will get it. I would like to

see he actually has the ability to understand before I did that.

Re: reading levels of deaf and HOH<BR>

> <BR>

> <BR>

> <BR>

>

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Guest guest

Amy,

But hears very little so what if he is unable to process it, and we are

using cueing all the time and he isn't getting it, we have stopped working

on signing and he then has no communication? That is my worry. Not every

child is able to pick it up. The audi's still think his loss is mainly

central, but I am wondering because he seems to be responding to vowels. On

the other hand what if it is central he just won't pick up on cueing and we

will have wasted time. I don't know I guess that is just too scary for me

to try to use it all the time assuming that he will get it. I would like to

see he actually has the ability to understand before I did that.

Re: reading levels of deaf and HOH<BR>

> <BR>

> <BR>

> <BR>

>

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Guest guest

Amy,

But hears very little so what if he is unable to process it, and we are

using cueing all the time and he isn't getting it, we have stopped working

on signing and he then has no communication? That is my worry. Not every

child is able to pick it up. The audi's still think his loss is mainly

central, but I am wondering because he seems to be responding to vowels. On

the other hand what if it is central he just won't pick up on cueing and we

will have wasted time. I don't know I guess that is just too scary for me

to try to use it all the time assuming that he will get it. I would like to

see he actually has the ability to understand before I did that.

Re: reading levels of deaf and HOH<BR>

> <BR>

> <BR>

> <BR>

>

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Guest guest

Amy,

He has a history of having pressure on the brain and while now he seems to

be developmentally normal he has had issues in the past with visual

processing which is why he has such a small sign vocabulary and is just now

grasping the concept of signing as a communication source. if they would

teach him how to read lips and all as well as cue that would be nice. I

will look into it some more.

Re: reading levels of deaf and HOH<BR><BR>

> > <BR><BR>

> > <BR><BR>

> > <BR><BR>

> >

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Guest guest

Amy,

He has a history of having pressure on the brain and while now he seems to

be developmentally normal he has had issues in the past with visual

processing which is why he has such a small sign vocabulary and is just now

grasping the concept of signing as a communication source. if they would

teach him how to read lips and all as well as cue that would be nice. I

will look into it some more.

Re: reading levels of deaf and HOH<BR><BR>

> > <BR><BR>

> > <BR><BR>

> > <BR><BR>

> >

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Guest guest

Amy,

He has a history of having pressure on the brain and while now he seems to

be developmentally normal he has had issues in the past with visual

processing which is why he has such a small sign vocabulary and is just now

grasping the concept of signing as a communication source. if they would

teach him how to read lips and all as well as cue that would be nice. I

will look into it some more.

Re: reading levels of deaf and HOH<BR><BR>

> > <BR><BR>

> > <BR><BR>

> > <BR><BR>

> >

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