Rhyme Generation in Deaf Students: The Effect of Exposure to Cued Speech

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Link to full article: Rhyme Generation in Deaf Students: The Effect of Exposure to Cued Speech -- LaSasso et al. 8 (3): 250 -- The Journal of Deaf Studies and Deaf Education

Rhyme Generation in Deaf Students: The Effect of Exposure to Cued Speech
Carol LaSasso and Kelly Crain
Gallaudet University

Jacqueline Leybaert

Free University of Brussels

This study compares the rhyme-generation ability of deaf participants with severe to profound hearing losses from cued speech (CS) and non-cued speech (NCS) backgrounds with a hearing comparison group for consistent orthography-to-phonology (O-P) rhyming elements, or rimes (e.g., -ail in sail is always pronounced the same), and inconsistent orthography-to-phonology (I-O-P) rhyming elements where the orthographic rime (e.g., -ear) has different pronunciations in words such as bear, and rear. Rhyming accuracy was better for O-P target words than for I-O-P target words. The performance of the deaf participants from CS backgrounds, although falling between that of the hearing and the NCS groups, did not differ significantly from that of the hearing group. By contrast, the performance of the NCS group was lower than that of the hearing group. Hearing and CS participants produced more orthographically different responses (e.g., blue-few), whereas participants from the NCS group produced more responses that are orthographically similar (e.g., blue-true), indicating that the hearing and CS groups rely more on phonology and the NCS group more on spelling to generate rhymes. The results support the use of cued speech for developing phonological abilities of deaf students to promote their reading abilities.

Correspondence should be sent to Carol LaSasso, Department of Audiology and Speech-Language Pathology, Fowler Hall, Gallaudet University, 800 Florida Avenue, Washington, DC 20002 (e-mail: carol.lasasso@gallaudet.edu)

Received October 10, 2001; revised March 4, 2002; accepted March 14, 2002
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Interesting! I wonder if that author is the one who is teaching the Intro to Cued Speech I am hoping to audit naxt semester. It is a 600-level class and I am a second semester freshman, so I can't take it for real I think, but I was told it might be okay to audit it.

I have actually thought for a long time that it would be good for more deaf students to learn cueing. It would be helpful in foreign language classes especially. Lots of students are raised oral but don't know cueing, and they can speak English but cueing would help them learn to speak Spanish or another language, too.

And rhyming is another great use for cueing! Thanks for this post!
 
Etoile said:
Interesting! I wonder if that author is the one who is teaching the Intro to Cued Speech I am hoping to audit naxt semester. It is a 600-level class and I am a second semester freshman, so I can't take it for real I think, but I was told it might be okay to audit it.

I have actually thought for a long time that it would be good for more deaf students to learn cueing. It would be helpful in foreign language classes especially. Lots of students are raised oral but don't know cueing, and they can speak English but cueing would help them learn to speak Spanish or another language, too.

And rhyming is another great use for cueing! Thanks for this post!
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Youre Welcome Etoile. I am happy the information is useful.
 
Etoile said:
Interesting! I wonder if that author is the one who is teaching the Intro to Cued Speech I am hoping to audit naxt semester. It is a 600-level class and I am a second semester freshman, so I can't take it for real I think, but I was told it might be okay to audit it.

I have actually thought for a long time that it would be good for more deaf students to learn cueing. It would be helpful in foreign language classes especially. Lots of students are raised oral but don't know cueing, and they can speak English but cueing would help them learn to speak Spanish or another language, too.

And rhyming is another great use for cueing! Thanks for this post!
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Actually, unless you have a system that effectively cues Spanish, or any other foreign language, simply knowing English cueing would not automatically apply to a different language, and the phonology and morphology are different.
 
On-line Cue Charts

Etoile - Here is a list of Cue Charts, available on-line. It is possible to learn Spanish via the system of Cued Speech. I hope that you are able to audit the 600 level course, I believe you would find it very interesting.:)

Cue Charts

American - English Cue Chart
American - English Cue Chart with IPA Symbols
Arabic Cue Chart
British-English Cue Chart
Finnish Cue Chart
Hausa Cue Chart
Idoma - Nigeria
Marathi Cue Chart
Modern Hebrew Cue Chart
Punjabi Lahore Region
Somali
Spanish Cue Chart
Urdu
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CUEDSPEECH.org > Cued Speech > Cue Charts
 
loml said:
Etoile - Here is a list of Cue Charts, available on-line. It is possible to learn Spanish via the system of Cued Speech. I hope that you are able to audit the 600 level course, I believe you would find it very interesting.:)



CUEDSPEECH.org > Cued Speech > Cue Charts
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Please explain how it is possible to cue a language that is phonetically differnt from English with a system designed to represent the phonemes of English.
 
One thing............why is it important to learn rhyme? I remember kindergarten and doing a unit on rhymes and having no clue whatsoever what the point of learning to rhyme was.
 
deafdyke said:
One thing............why is it important to learn rhyme? I remember kindergarten and doing a unit on rhymes and having no clue whatsoever what the point of learning to rhyme was.
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True....rhyming is not neccessary to develop literacy. One doesn't need to neccisarily know how to pronounce a word to know what concept it represents.
 
A fine example of attempting to place a square peg into a round hole. :cool:
 
jillio said:
True....rhyming is not neccessary to develop literacy. One doesn't need to neccisarily know how to pronounce a word to know what concept it represents.
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Right! I am seeing that big time with my class this year with my students who were raised more orally compared to the ones who were raised with ASL. I see the huge gap when it comes to introducing concepts. My "oral" based students really struggle and slow to pick up on new concepts than my "ASL" based students. Language access is the key not sounds.
 
shel90 said:
Right! I am seeing that big time with my class this year with my students who were raised more orally compared to the ones who were raised with ASL. I see the huge gap when it comes to introducing concepts. My "oral" based students really struggle and slow to pick up on new concepts than my "ASL" based students. Language access is the key not sounds.
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Yeppers. Without an ability to grasp concept, whether it is in print, or manual language, or oral language, one will not be able to use language and achieve literacy, or effective communication.
 
jillio said:
Please explain how it is possible to cue a language that is phonetically differnt from English with a system designed to represent the phonemes of English.
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Language learners usually apply what they're familiar with anyway. Cueing a foreign language with Cued American English would result in a person speaking Spanish with an American accent, wouldn't it? The reason people have accents when speaking another language is because they're applying the sounds they grew up with to a foreign language.
 
Etoile said:
Language learners usually apply what they're familiar with anyway. Cueing a foreign language with Cued American English would result in a person speaking Spanish with an American accent, wouldn't it? The reason people have accents when speaking another language is because they're applying the sounds they grew up with to a foreign language.
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Good point. You would be cuing the structure of Spanish based on English phonetic principles which would result in the language being spoken with English pronunciation. But the whole idea of becoming fluent in another language is to speak it so that native speakers are able to understand and respond to your communications. So all structures of the language need to be learned as applied to that particular language. For instance, very few kids coming out of a high school Spanish class could go to a Sapnish speaking country and make themselves understood without difficulty unless they were taught by a fluent speaker and concentrated not only on syntax and pragmatics, but pronunciation, as well. So to accurately cue Spanish, one would need to use a phonetic system specific to Spanish.
 
shel90 said:
Right! I am seeing that big time with my class this year with my students who were raised more orally compared to the ones who were raised with ASL. I see the huge gap when it comes to introducing concepts. My "oral" based students really struggle and slow to pick up on new concepts than my "ASL" based students. Language access is the key not sounds.
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Oh, no! Shel's not teaching:

Frere Jacques, frere Jacques,
Dormez vous, dormez vous,
Sonnez les matins, sonnez les matins!
Ding, ding dong; ding ding dong.

:fingersx::giggle: Lol, don't mind me!
 
Tousi said:
Oh, no! Shel's not teaching:

Frere Jacques, frere Jacques,
Dormez vous, dormez vous,
Sonnez les matins, sonnez les matins!
Ding, ding dong; ding ding dong.

:fingersx::giggle: Lol, don't mind me!
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GAWD! I'm hearing and I hated that stuff!:giggle:
 
jillio said:
GAWD! I'm hearing and I hated that stuff!:giggle:
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Hahaha, Jillio, are you saying that today as an, ahem, elder person? Look through the fog and tell me you see a child awed, eyes gleaming, and in rapt attention to the sounds of that lil' ditty. :giggle:
 
Tousi said:
Hahaha, Jillio, are you saying that today as an, ahem, elder person? Look through the fog and tell me you see a child awed, eyes gleaming, and in rapt attention to the sounds of that lil' ditty. :giggle:
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Looking back. (way back!)..........nope, its not there! LOL! But then, as a kid, I was always getting reprimanded for questioning the status quo. Go figure!:cool:
 
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