The Role of Lip-reading and Cued Speech in the Processing of Phonological Information in French-educated Deaf Children

Alegría, Jesús; Charlier, Brigitte; Mattys, Sven L.

doi:10.1080/095414499382255

Cited by 59 publications

(56 citation statements)

References 26 publications

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“…Children whose parents use CS to communicate with them from an early age are exposed to a linguistic input that is fully accessible and formal. They undergo a normal development of phonology and grammar of the spoken language (Alegria, Charlier, & Mattys, 1999;Hage, Alegria, & Pe erier, 1991;Leybaert, 2000;Leybaert, Alegria, Hage, & Charlier, 1998;Leybaert & Charlier, 1996;Leybaert & Lechat, 2001b;Nicholls, 1982;Pe erier, Charlier, Hage, & Alegria, 1988). Before going further, it is necessary to precise what is meant by ''phonology'' in the CS-users.…”

Section: Introductionmentioning

confidence: 99%

Lateralization effects during semantic and rhyme judgement tasks in deaf and hearing subjects

D'Hondt¹,

Leybaert²

2003

Brain and Language

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A visual hemifield experiment investigated hemispheric specialization among hearing children and adults and prelingually, profoundly deaf youngsters who were exposed intensively to Cued Speech (CS). Of interest was whether deaf CS users, who undergo a development of phonology and grammar of the spoken language similar to that of hearing youngsters, would display similar laterality patterns in the processing of written language. Semantic, rhyme, and visual judgement tasks were used. In the visual task no VF advantage was observed. A RVF (left hemisphere) advantage was obtained for both the deaf and the hearing subjects for the semantic task, supporting NevilleÕs claim that the acquisition of competence in the grammar of language is critical in establishing the specialization of the left hemisphere for language. For the rhyme task, however, a RVF advantage was obtained for the hearing subjects, but not for the deaf ones, suggesting that different neural resources are recruited by deaf and hearing subjects. Hearing the sounds of language may be necessary to develop left lateralised processing of rhymes.

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Section: Introductionmentioning

confidence: 99%

Lateralization effects during semantic and rhyme judgement tasks in deaf and hearing subjects

D'Hondt¹,

Leybaert²

2003

Brain and Language

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“…This differential benefit displayed by the early and late-CS users may be explained in two ways: early CS-users might be more familiar with words presented in CS, and/or they might have a more efficient phonological processor, which dépends of the quality of the mental representations of the phonemes. in a study by Alegria et al (1999), early CS users displayed a larger improvement related to the addition of. cues both for word perception and for pseudo-word perception.…”

Section: Cued Speechmentioning

confidence: 99%

“…For example, to djffl criminate between /da/ and /zha/, it is necessary f|| pay attention to the lips posture. Using a task rtÉ| quiring identification of pseudowords produee^ffl CS, it has been shown that the frequency of s' ujtijHJ misperceptions increased when CS was addeds^ lipreading alone (Alegria et al, 1999). To.…”

Section: Automatic Generation Of Cued Speechmentioning

confidence: 99%

The Role of Cued Speech in Language Development of Deaf Children

Leybaert

Aparicio

Alegría

2012

The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, Second Edition

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Cued Speech (CS) is a manual communication system that makes use of visual information from speechreading combined with handshapes positioned in different places around the face in order to deliver completely unambiguous information about the syllables and the phonemes of spoken language. This chapter reviews research showing that CS (i) enhances speech perception, (ii) facilitates language development in the phonological, lexical, and morpho-syntactical domains, and (iii) allows the development of robust and precise phonological representations, which are recruited in cognitive abilities such as rhyming, remembering, reading, and spelling. Findings from research reviewed also shows that early exposure to CS, before learning to read, facilitates the acquisition of the alphabetic principle. We also discuss two new research lines about CS: (1) How is CS processed by the brain and the similarities and differences with the processing of audio-only and audio-visual language and (2) Is CS compatible with a cochlear implant? We support our view that exposure to CS before or after implantation could be important in the aural rehabilitation process of cochlear implantees.

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“…The integration of spoken and manual information points to a single, unambiguous, phonological percept that children could not have achieved from either source alone (see Leybaert, Alegria, Hage, & Charlier, 1998, for a more detailed description). The effectiveness of CS in improving the speech reception of its users is well documented (Alegria, Charlier, & Mattys, 1999;Nicholls & Ling, 1982;Périer, Charlier, Hage, & Alegria, 1988), with greater effects from earlier and more exposure (i.e., exposure before age 3 years at home). Early and intensive exposure to CS is also associated with greater FIG.…”

mentioning

confidence: 99%

Phonology Acquired through the Eyes and Spelling in Deaf Children

Leybaert

2000

Journal of Experimental Child Psychology

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Hearing and deaf children, ranging in age from 6 years 8 months to 14 years 4 months, and matched for general spelling level, were required to spell high-frequency and low-frequency words. Of interest was performance in relation to degree of exposure to Cued Speech (CS), which is a system delivering phonetically augmented speechreading through the visual modality. Groups were (a) hearing children, (b) deaf children exposed early and intensively to CS at home (CS-Home), and (c) deaf children exposed to CS later and at school only (CS-School). Most of the spelling productions of hearing children as well as of CS-Home children were phonologically accurate for high-frequency as well as for low-frequency words. CS-School children, who had less specified phonological representations, made a lower proportion of phonologically accurate spellings. These findings indicate that the accuracy of phonological representations, independent of the modality (acoustic versus visual) through which spoken language is perceived, determines the acquisition of phonology-to-orthography mappings. Analyses of the spelling productions indicate that the acquisition of orthographic representations of high precision depends on fully specified phonological representations.

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The Role of Lip-reading and Cued Speech in the Processing of Phonological Information in French-educated Deaf Children

Cited by 59 publications

References 26 publications

Lateralization effects during semantic and rhyme judgement tasks in deaf and hearing subjects

Lateralization effects during semantic and rhyme judgement tasks in deaf and hearing subjects

The Role of Cued Speech in Language Development of Deaf Children

Phonology Acquired through the Eyes and Spelling in Deaf Children

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