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An Examination of Cued Speech As a Tool for Language, Literacy, and Bilingualism for Children Who Are Deaf Or Hard of Hearing Sarah Elizabeth Reynolds

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An Examination of Cued Speech As a Tool for Language, Literacy, and Bilingualism for Children Who Are Deaf Or Hard of Hearing Sarah Elizabeth Reynolds Washington University School of Medicine Digital Commons@Becker Program in Audiology and Communication Independent Studies and Capstones Sciences 2007 An examination of cued speech as a tool for language, literacy, and bilingualism for children who are deaf or hard of hearing Sarah Elizabeth Reynolds Follow this and additional works at: http://digitalcommons.wustl.edu/pacs_capstones Part of the Medicine and Health Sciences Commons Recommended Citation Reynolds, Sarah Elizabeth, "An examination of cued speech as a tool for language, literacy, and bilingualism for children who are deaf or hard of hearing" (2007). Independent Studies and Capstones. Paper 315. Program in Audiology and Communication Sciences, Washington University School of Medicine. http://digitalcommons.wustl.edu/pacs_capstones/315 This Thesis is brought to you for free and open access by the Program in Audiology and Communication Sciences at Digital Commons@Becker. It has been accepted for inclusion in Independent Studies and Capstones by an authorized administrator of Digital Commons@Becker. For more information, please contact [email protected]. AN EXAMINATION OF CUED SPEECH AS A TOOL FOR LANGUAGE, LITERACY, AND BILINGUALISM FOR CHILDREN WHO ARE DEAF OR HARD OF HEARING by Sarah Elizabeth Reynolds An Independent Study submitted in partial fulfillment of the requirements for the degree of: Master of Science in Deaf Education Washington University School of Medicine Program in Audiology and Communication Sciences May 18, 2007 Approved by: Christine M. Clark, MA Ed., Independent Study Advisor This study examines the purpose and uses of Cued Speech, its benefits and limitations, and its effectiveness as a tool for language, literacy, and bilingualism. Reynolds ACKNOWLEDGEMENTS I would like to thank my advisor Chris Clark for proofreading this study, Pam Beck of the National Cued Speech Association for editing the survey and sending it out, and all of the cueing parents who took the time to complete the survey. ii Reynolds CONTENTS Acknowledgements..........................................................................................................................ii List of Tables..................................................................................................................................vi List of Figures.................................................................................................................................ix List of Abbreviations.......................................................................................................................x Introduction......................................................................................................................................1 An Examination of Cueing............................................................................................................3 Orin Cornett.........................................................................................................................4 What is Cued Speech?.........................................................................................................5 The System of Cued Speech................................................................................................8 Cued Speech as a tool for language...................................................................................11 Benefits of Cued Speech for language...................................................................15 Limitations of Cued Speech related to language...................................................18 Cued Speech as a tool for literacy.....................................................................................20 Benefits of Cued Speech for literacy.....................................................................23 Cued Speech as a tool for bilingualism.............................................................................25 Parents describe why they chose for their child to be bilingual............................28 Parents describe why they chose Cued Speech.................................................................32 Parents opinions and experiences......................................................................................41 Benefits of Cued Speech........................................................................................42 Achievement..............................................................................................42 For Cochlear Implant users........................................................................44 Ease of use.................................................................................................46 Speech and speech reading........................................................................47 Limitations and problems with Cued Speech........................................................48 Community and support............................................................................48 Professionals..............................................................................................50 Cueing........................................................................................................52 Other..........................................................................................................53 Why they feel Cued Speech isn’t more popular or used more often.....................55 Community................................................................................................55 Professionals..............................................................................................58 Parents........................................................................................................61 Other..........................................................................................................64 Reactions of professionals, teachers, and family...................................................66 Positive.......................................................................................................66 Negative.....................................................................................................69 Respectful and/or accommodating.............................................................72 iii Reynolds Resistant and then supportive....................................................................73 Mixed or neutral.........................................................................................74 What would you like to tell other parents?............................................................75 What would you like to tell professionals and teachers?.......................................82 Cued Speech Parent Survey Results..........................................................................................88 Cued Speech Parent Survey...............................................................................................89 Introduction............................................................................................................89 Method...................................................................................................................89 Participants.............................................................................................................90 Results....................................................................................................................90 Language............................................................................................................................91 Question 1 – Cueing rate........................................................................................92 Question 2 – Rate of child’s language acquisition.................................................93 Question 3 – Language changes (child).................................................................95 Question 4 – Language learning before Cued Speech...........................................98 Question 5 – Language learning after Cued Speech............................................100 Question 6 – Language changes (parent).............................................................102 Question 7 – Response to statement....................................................................106 Bilingualism.....................................................................................................................108 Question 8 – Response to statement....................................................................109 Question 9 – Is child bilingual?...........................................................................111 Question 10 – Languages child knows................................................................113 Question 11 – Waiting until fluent......................................................................115 Question 12 – Affect on English progress...........................................................117 Question 13 – Why chose for child to be bilingual?............................................119 Literacy............................................................................................................................123 Question 14 – Reading level................................................................................124 Question 15 – Reading changes (child)...............................................................128 Question 16 – Reading enjoyment.......................................................................131 Question 17 – Paraphrase or word for word?......................................................133
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