I have SO many questions...

Central Auditory Processing Disorder (CAPD) is very difficult to diagnose as it takes a specialist to really understand what to look for...so I'm not surprised it took so long.

As for sight words (someone mentioned earlier to use for reading)...sight words are okay, but should be used as supplement teaching only...because the highest peak of sight words is at the 3rd grade level. English words are built on by morphemes, affixes, and such.

Some kids can recognize a word and sign the word, but that does not mean the child UNDERSTANDS the word. For example, I taught the word "cow." The child could read it, sign it, and spell it. It was not until we were at a state fair that she made the correlation between the word "cow" (I brought our animal words with us to the trip to show the students) and the actual animal.

COW did not have a meaning until she understoood what it represented.
 
Central Auditory Processing Disorder (CAPD) is very difficult to diagnose as it takes a specialist to really understand what to look for...so I'm not surprised it took so long.

As for sight words (someone mentioned earlier to use for reading)...sight words are okay, but should be used as supplement teaching only...because the highest peak of sight words is at the 3rd grade level. English words are built on by morphemes, affixes, and such.

Some kids can recognize a word and sign the word, but that does not mean the child UNDERSTANDS the word. For example, I taught the word "cow." The child could read it, sign it, and spell it. It was not until we were at a state fair that she made the correlation between the word "cow" (I brought our animal words with us to the trip to show the students) and the actual animal.

COW did not have a meaning until she understoood what it represented.


I think that is true of a lot of words adults believe they know. Maybe not a concrete word like cow, something you can look at, but a lot of process words and abstract words.
 
Central Auditory Processing Disorder (CAPD) is very difficult to diagnose as it takes a specialist to really understand what to look for...so I'm not surprised it took so long.

As for sight words (someone mentioned earlier to use for reading)...sight words are okay, but should be used as supplement teaching only...because the highest peak of sight words is at the 3rd grade level. English words are built on by morphemes, affixes, and such.

Some kids can recognize a word and sign the word, but that does not mean the child UNDERSTANDS the word. For example, I taught the word "cow." The child could read it, sign it, and spell it. It was not until we were at a state fair that she made the correlation between the word "cow" (I brought our animal words with us to the trip to show the students) and the actual animal.

COW did not have a meaning until she understoood what it represented.


Agreed!! Wish it hadn't take so long to get my brother diagnosed-

That's a great idea to be sure they understand WHAT the word is and not just how to 'read, sign, or say' it...
 
I think that is true of a lot of words adults believe they know. Maybe not a concrete word like cow, something you can look at, but a lot of process words and abstract words.

I am this way w/Math-- I'm a very visual person so I can learn a formula but it means nothing to me if I don't have something I can touch, feel, see etc... so those abstract theories are lost on me...

I acn see how this could be true of words for some people.

Great point!!
 
I'm EXCITED!!!

This is off topic but those of you reading this know more about Adam than anyone else on here...

Adam has signed his first sign!!! :dance: and I'm so excited about it!!!

I have been working on simple signs for his daily needs like Eat, more, milk, etc... and this weekend he signed MORE back to me!!! of course it's not perfect but I know what he means-- so I was so happy!!!!

Ok thanks for letting me share my little bit of excitement here :) :) :D
 
AdamsMomma, I understand where you are getting at. As a HOH person who was raised to speak and read lips without sign language, sometimes I do catch myself speaking in my head as I read (I hope that make sense).. but deaf people can catch themselves visualize sign languages in their head as they read. Maybe it is a good idea to teach them to use signed English. There are words I never heard in spoken language but I know what it is right away. here are a few words I never spoke out loud, nor heard anyone spoken it or taught me... I just knew how to read it and what it mean: Unique and Ezcema (My son has it).. Someone had to teach me how to speak it and I never knew how to pronounce it. Since then, I start "hearing" that word in my head.

Same with many medical terms.. I am sure you seen alot of it and know what it means but when it comes to pronouncing it, it's a different story.

I guess you see it like trying to decribe colors to a blind person. But it is possible for a blind person to feel colors without ever seeing it.
 
Chair
images


I differ. No sound involved. The letters are a symbol that equals the picture.


Adamsmomma: Erase the word chair, and replace it with this Russian Word..Rememberize it without ever sounding out in Russian:


СТУЛ
 
Chair
images


I differ. No sound involved. The letters are a symbol that equals the picture.

The letters are definately the symbols that represent the letters also called graphemes for the language of English print. These letters also represent the sound or phoneme. People/children who are deaf/hoh can and do think in sound with cueing.

Cue notation for chair is: 8c3s the sounds are [ch] [air]
 
Adamsmomma: Erase the word chair, and replace it with this Russian Word..Rememberize it without ever sounding out in Russian:


СТУЛ

Ok now I'm FINALLY getting how it's done!! (I'm SO visual-- SHOW me is my motto LOL) Thanks for the example~~ that helps me to get a better grasp on it!
 
AdamsMomma, I understand where you are getting at. As a HOH person who was raised to speak and read lips without sign language, sometimes I do catch myself speaking in my head as I read (I hope that make sense).. but deaf people can catch themselves visualize sign languages in their head as they read. Maybe it is a good idea to teach them to use signed English. There are words I never heard in spoken language but I know what it is right away. here are a few words I never spoke out loud, nor heard anyone spoken it or taught me... I just knew how to read it and what it mean: Unique and Ezcema (My son has it).. Someone had to teach me how to speak it and I never knew how to pronounce it. Since then, I start "hearing" that word in my head.

Same with many medical terms.. I am sure you seen alot of it and know what it means but when it comes to pronouncing it, it's a different story.

I guess you see it like trying to decribe colors to a blind person. But it is possible for a blind person to feel colors without ever seeing it.

THIS is exactly why I was having problems w/the whole concept-- because as I read or write I 'hear' the words I'm seeing in my head-- so I was lost as to how Adam would 'hear' them...
 
THIS is exactly why I was having problems w/the whole concept-- because as I read or write I 'hear' the words I'm seeing in my head-- so I was lost as to how Adam would 'hear' them...

The inner voice in your head is there because you have access to the sounds that the letters represent. Children who are deaf can also have this inner voice" IF they are cued to, they learn to read the cue. Signing does not not sound, there is no association with sound, only with symbol/picture.

Hope that makes sense.

:)
 
Actually LOML is referring to auditory loop. And deaf and some HH children will not have this part of the brain activated. Cued Speech does not help with this...cued speech, just like ASL, promotes the visual stimuli representation in the brain.

Deaf children who has never heard sound will never, ever understand the concept of sounds. Unless they have an amplification device such as a cochler implant or digital hearing aid.

Cued Speech helps teach the morphemes of the English language, which allows building blocks of language to be formated as a foundation...

It is NOT meant to teach speech. The term itself (cued speech) is misleading, which is why experts who are current in their field call it Cueing instead of Cued Speech.

It can be an excellent tool for language learning, but NOT for auditory comprehension, auditory training, speech, or communication.
 
Actually LOML is referring to auditory loop. And deaf and some HH children will not have this part of the brain activated. Cued Speech does not help with this...cued speech, just like ASL, promotes the visual stimuli representation in the brain.

Deaf children who has never heard sound will never, ever understand the concept of sounds. Unless they have an amplification device such as a cochler implant or digital hearing aid.

Cued Speech helps teach the morphemes of the English language, which allows building blocks of language to be formated as a foundation...

It is NOT meant to teach speech. The term itself (cued speech) is misleading, which is why experts who are current in their field call it Cueing instead of Cued Speech.

It can be an excellent tool for language learning, but NOT for auditory comprehension, auditory training, speech, or communication.

I disagree. I know 2 kids who have been cuing since birth and their language both receptive and expressive is very good. They only cue though, they can't talk ot hear.
 
Have you had the opportunity to learn to cue deafbajagal? If I recall you are in Florida, right?? The University of South Florida has a fantastic Cued Speech program!
Our mission is to 1) expand the language and communication options for deaf and hard of hearing children and their families, and 2) facilitate deaf and hard of hearing children's development of traditionally spoken languages for the subsequent acquisition of literacy skills. Here is the link: USF Cued Speech Initiative
USF Cued Speech Initiative


Actually LOML is referring to auditory loop. And deaf and some HH children will not have this part of the brain activated. Cued Speech does not help with this...cued speech, just like ASL, promotes the visual stimuli representation in the brain.

Cued speech is definitely visual but the "auditory” cortex is used to process phonological the information, as with hearing individuals.

Eden, Lansdale, Cappell, Crain, Zeffiro, and LaSasso (submitted for publication) report results of a study that incorporated functional magnetic resonance (fMRI) brain imaging techniques to learn about how deaf individuals from Cued Speech backgrounds process phonological information. In that study, participants were matched on a word reading task with hearing peers and asked to perform phoneme deletion tasks while in an fMRI scanner. Results of that study revealed that 1) the phonological abilities of Cued Speech users were comparable to their hearing peers, and 2) Cued Speech users use the same parts of the brain, including the so-called“auditory” cortex, to process phonological information as their hearing peers. This study provides fMRI evidence that deaf individuals acquire phonological information comparable to hearing peers. It also suggests that deaf students process phonological information in the same parts of the brain as hearing individuals.
Research and Theory Support Cued Speech--KidsWorld Deaf Net E-Doc--Gallaudet's Laurent Clerc National Deaf Education Center


Deaf children who has never heard sound will never, ever understand the concept of sounds. Unless they have an amplification device such as a cochler implant or digital hearing aid.

Deaf children do understand the concept of sound when they are cued to consistently. They need not be aided or implanted in order to understand.


Cued Speech helps teach the morphemes of the English language, which allows building blocks of language to be formated as a foundation...

Cued Speech is all about phonemes. Phonemes are about sound. Morphemes are about grammar. Morphemes are comprised of phonemes.

Cued Speech addresses the problem inherent in oral-aural methods by fully specifying, or distinguishing between, the different phonemes of traditionally spoken languages. For example, the phonemes that are represented by the letters p, b, and m, pronounced by some as puh, buh and muh, are fully specified and easily distinguished for individuals who can hear, but are indistinguishable or insufficiently specified for those who do not. Thus people who rely on lipreading alone have no way of distinguishing words such as maybe and baby or may, pay, and bay.
Research and Theory Support Cued Speech--KidsWorld Deaf Net E-Doc--Gallaudet's Laurent Clerc National Deaf Education Center

It is NOT meant to teach speech. The term itself (cued speech) is misleading, which is why experts who are current in their field call it Cueing instead of Cued Speech.t can be an excellent tool for language learning, but NOT for auditory comprehension, auditory training, speech, or communication.


With all due respect to the inventor/creator of Cued Speech, Dr. Cornett named the system Cued Speech because the graphemes of language represent the sounds of speech. In Canada we use the the term Cued Speech to identify the system and Cued English or Le Langage Parle Complete - LPC, to identify the language being cued. Cued Speech is used for over 56 different dialects.

Cueing does not do artic therapy. What it does do is specify every sound in each word, the sequence and the prosody of the language expression. If a child substitutes or omits sounds while talking, his hands cue them correctly, thereby alerting the child to an error. If the child is able to make the sound correctly, he will know everywhere to insert it. A cueing child makes far fewer errors because his hands are correct.

Cued English is a communication system, not just a therapy tool. It is often used in therapy, and can be used in less than the complete form, but its big advantage is that you are not limited in what you can say. You can cue anything you can say, any rate you talk, so carry-over can happen on the playground or in a class or in the hallway.

Cued English is talking made totally visual and multi-sensory. It is unobtrusive, easy to learn and fits neatly into any communication situation. The cues on the hands guide the brain in messaging the muscles of the mouth. The visual cues are sounds, building words and sentences in the minds of children who don’t make sense of sounds. It goes much deeper than an artic cueing system does.
 
I disagree. I know 2 kids who have been cuing since birth and their language both receptive and expressive is very good. They only cue though, they can't talk ot hear.

You just completely supported Deafbajagal's point.
 
I disagree. I know 2 kids who have been cuing since birth and their language both receptive and expressive is very good. They only cue though, they can't talk ot hear.

faire-jour: Are they cuers of English or another language? One need not voice to cue or to be understood.
 
I'm still trying to grasp how Cueing works... I've got the websites bookmarked to research more... just been focused on some other things Adam has had going on... think it would help too if there were someone in our area that could sit down w/me and explain exactly how it works, ya know?? let me see it in practice-
 
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