Comd 5330 Module 8 - Speech Reading

Front 1

Understanding what someone is saying with no auditory cues.

Back 1

lip-reading

Front 2

Understanding what someone is saying with the use of both auditory and visual cues.

Back 2

speech-reading

Front 3

We all ________-_______ to some extent. Hearing impaired people must rely much _______ on __________ ________ for communication.

Back 3

speech-read
more, visual input

Front 4

Lip reading stats:

-________ are generally better than ______
-________ ________ are better than the ________
-__________ ____________ rates have some correlation

Back 4

women, men
young adults, elderly
neural transmission

Front 5

List 5 factors that may contribute to better speech reading.

Back 5

vocabulary
grammar
mental agility
willingness to guess
use of context

Front 6

What percentage of sounds are not visible?

Back 6

60%

Front 7

Speech is commonly ___ phonemes per second. Our brain can pick up ___ or ___ per second visually.

Back 7

15
8, 9

Front 8

Two factors that also contribute to difficulty in speech reading.

Back 8

coarticulation
stress effects

Front 9

Sounds that are produced differently by different talkers.

Back 9

talker effects

Front 10

Sounds that look the same when spoken.

Back 10

visemes

Front 11

Words that look the same when spoken.

Back 11

homophones

Front 12

The majority of people with severe to profound hearing loss hear better in the ____ frequencies.

Back 12

low

Front 13

Some people with severe to profound hearing loss hear ________ ____ low frequencies - they only receive info about ________ in voice ________. This is still enough info to __________ ___________ speech reading.

Back 13

nothing but
changes, pitch
greatly enhance

Front 14

List six things the talker can do to make speech reading difficult.

Back 14

shout
mumble
turn away
speak rapidly
cover mouth
smile

Front 15

List two talker factors that make it easier to speech read.

Back 15

familiarity with the talker
if it is a woman

Front 16

______ are easier to understand auditorally.

Back 16

Males

Front 17

List 5 message factors that influence speech reading.

Back 17

structure (simple/short = better)
frequency of usage
lexical neighbors (words that look alike)
context
topical cues

Front 18

List 4 environment/situation factors that influence speech reading.

Back 18

viewing angle
distance (3-6 ft good)
room conditions (lighting, noise)
background noise

Front 19

List 2 speech-reader factors that influence speech reading.

Back 19

innate skill/residual hearing
emotional and physical state

Front 20

Help people who rely on visual signal (but do not use sign language) to hear in difficult speech-reading situations.

Back 20

oral interpreters

Front 21

This was a bit part of intervention with the hearing impaired at the beginning of the century and has fallen out of favor due to focus on newer technologies and efficacy issues.

Back 21

speech reading training

Front 22

Who are good candidates for speech reading training?

Back 22

adults with sudden, relatively recent loss
children

Front 23

Adults with long term loss are probably better served by:

Back 23

communication strategies training (as opposed to speech reading training)

Front 24

List four speech reading training methods.

Back 24

syllable drill (Mueller-Walle)
context (Nitchie)
combo of both above
Mimetic and Kinesthetic training (Jena)

Front 25

Modern methods are really only exploring which method?

Back 25

Jena (mimetic and kinesthetic)

Front 26

Speech reading tests have been available since when?

Back 26

1940s

Front 27

Speech reading tests are usually targeted to whom?

Back 27

children or adults due to language issues

Front 28

Speech reading tests consist of what?

Back 28

syllables
words
sentences
stories
combination

Front 29

Speech reading tests are usually presented how?

Back 29

live
(although video is also used)

Front 30

List 6 problems with speech reading tests.

Back 30

absence of auditory cues
unnatural gestures and facial expressions
use of a single speaker
differences from speaker to speaker
no differentiation between good and bad speech readers
poor predictors of speech reading success

Front 31

Programs that include speech reading training are what?

Back 31

rare

Front 32

Speech reading training programs have what kinds of goals?

Back 32

analytic
synthetic

Front 33

What type of speech reading goals try to develop vowel and consonant recognition?

Back 33

analytic

Front 34

Which vowels are most easily distinguished from each other and are worked on first?

Back 34

/i/, /u/, /a/

Front 35

How are the not so easily discriminated vowels worked on?

Back 35

in conjunction with consonant training

Front 36

________ and ________ are easier to hear than ________.

Back 36

manner
voice
place

Front 37

What do you look at when manner and/or voice are the same?

Back 37

discriminating place

Front 38

What are ways to increase difficulty in speech reading training?

Back 38

Go from:

discrimination to identity
closed-set to open-set
visual to auditory

Front 39

Synthetic speech-reading training:

-Usually begin with more ___________ tasks than in _________ training due to the increase in ability from adding _________ cues.
-Follow ______________ _______ - small, closed-set ___________ tasks
-Then, _________ set as ______ develop
-Eventually, move to ___________ tasks with a _________ set and then _____-____ tasks.

Back 39

challenging, auditory, visual
predictable-pattern, discrimination
enlarge, skills
identification, limited, open-set

Front 40

Effectiveness of speech-reading training:
-____________ results as to _________
-__________ results are ________
-Not enough ____________ to evaluate how well this training works with __________
-People learn why it is so _________ to speech-read and the ___________ of using both the _________ and ________ channels for communication

Back 40

disparate, efficacy
positive, small
information, evaluate, children
difficult, importance, auditory, visual