The implications of the Tadoma method of speechreading for spoken language processing

Abstract

Strong support of the capacity of touch as a communicative sense is provided by the Tadoma method of communication. Through this method, individuals who are deaf-blind have been able to acquire a full range of spoken language abilities. In the Tadoma method, direct contact is made between the hand of the deaf-blind receiver and the face of a talker to monitor the various articulatory actions that occur during speech. Studies conducted with a group of experienced deaf-blind practitioners of Tadoma have documented their abilities for speech reception, speech production, and linguistic competence. The results of this research indicate that individuals who suffered deaf-blindness in early childhood (e.g., around 18 months of age) can understand speech produced at slow-to-normal rates with reasonable accuracy, can produce speech that is reasonably intelligible to many listeners, and have an extensive command of English that compares favorably in many areas to that of hearing individuals. The performance of these deaf-blind individuals implies the adequacy of the tactual sense to support the development of speech and language and thereby provides a strong impetus for continued research on the development of sensory-substitution devices for spoken language processing. Current efforts on the development and evaluation of artificial tactile devices for speech communication will be discussed.

Effects of speechreading and signal-to-noise ratio on understanding mainstream American English by American and Indian adults.

“…Speech can even be processed by the haptic system. Some individuals are with deafness and blindness acquire a full range of speech perception by touching the speakers which is known as the Tadoma method (Reed, 1985). This person feels articulatory movements by placing hands on speaker's face and neck.…”

For speech perception by humans or machines, three senses are better than one

“…Finally, research on sensory supplements or substitutes for use by individuals with profound hearing loss is the precedent for investigations of speech perception via touch and dates to the early twentieth century [16]. Reed [17], in this session, discusses Tadoma, a method used by a small number of deaf-blind people to perceive speech through their hands. Developments in artificial sensory substitution have afforded further evidence that speech can be perceived via touch [18,19,20,21,22].…”

“…Reed [17], in this session, reports on studies of experienced deaf-blind users of Tadoma. Reed and colleagues [33] estimated that Tadoma performance with connected speech was equivalent to listeners' performance with sentences in speech-to-noise conditions of 0 dB, that is, approximately 70% words correct in sentences.…”

Measuring The Longitudinal Communication Growth Of Learners Who Are Deafblind

“…( Table Continues) (Bruce & Conlon, 2005;Goodall & Everson, 1995;Luckner, Bruce, & Ferrell, 2016;MacFarland, 1995;McLetchie, 1995;Reed, Rabinowitz, Durlach, Braida, Conway-Fithian, & Schultz, 1985;Wheeler & Griffin, 1997 (Bruce & Conlon, 2005;Goodall & Everson, 1995;Luckner, Bruce, & Ferrell, 2016;MacFarland, 1995;McLetchie, 1995;Reed, Rabinowitz, Durlach, Braida, Conway-Fithian, & Schultz, 1985;Wheeler & Griffin, 1997). Can be effective in improving communication rate as well as variety of intents/functions (Brady & Bashinski, 2008;Heller, et al, 1994;Reed, 1996;Schweigert & Rowland, 1992;Sigafoos et al, 2008;. Systematic instructional approaches Can be effective in improving communication rate as well as variety of intents/functions (Brady & Bashinski, 2008;Heller, et al, 1994;Reed, 1996;Schweigert & Rowland, 1992;Sigafoos et al, 2008; Interventions improve the adult communication partner's communicative behavior toward the individual with deafblindness.…”

“…Can be effective in improving communication rate as well as variety of intents/functions (Brady & Bashinski, 2008;Heller, et al, 1994;Reed, 1996;Schweigert & Rowland, 1992;Sigafoos et al, 2008;. Systematic instructional approaches Can be effective in improving communication rate as well as variety of intents/functions (Brady & Bashinski, 2008;Heller, et al, 1994;Reed, 1996;Schweigert & Rowland, 1992;Sigafoos et al, 2008; Interventions improve the adult communication partner's communicative behavior toward the individual with deafblindness. Partners are trained to be more attuned to the communicative skills using systematic demonstrations and coaching, which improves responsiveness and turn taking when communicating.…”