Hostname: page-component-586b7cd67f-2plfb Total loading time: 0 Render date: 2024-11-24T08:47:08.687Z Has data issue: false hasContentIssue false
  • English
  • Français

Lipreading in the Prelingually Deaf: What makes a Skilled Speechreader?

Published online by Cambridge University Press:  10 April 2014

Isabel de los Reyes Rodríguez Ortiz
Isabel de los Reyes Rodríguez Ortiz*
Affiliation:
Universidad de Sevilla (Spain)
*
Correspondence concerning this article should be addressed to Isabel Rodríguez Ortiz, Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, C/Camilo José Cela, s/n, 41018. Sevilla (Spain). E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Lipreading proficiency was investigated in a group of hearing-impaired people, all of them knowing Spanish Sign Language (SSL). The aim of this study was to establish the relationships between lipreading and some other variables (gender, intelligence, audiological variables, participants' education, parents' education, communication practices, intelligibility, use of SSL). The 32 participants were between 14 and 47 years of age. They all had sensorineural hearing losses (from severe to profound). The lipreading procedures comprised identification of words in isolation. The words selected for presentation in isolation were spoken by the same talker. Identification of words required participants to select their responses from set of four pictures appropriately labelled. Lipreading was significantly correlated with intelligence and intelligibility. Multiple regression analyses were used to obtain a prediction equation for the lipreading measures. As a result of this procedure, it is concluded that proficient deaf lipreaders are more intelligent and their oral speech was more comprehensible for others.

Se estudió el dominio de la labiolectura en personas sordas usuarias de la lengua de signos española. El objetivo era establecer las relaciones entre la lectura labiofacial y otras variables (género, inteligencia, variables audiológicas, nivel educativo del sujeto y de los padres, prácticas comunicativas, inteligibilidad de su habla y uso de la lengua de signos española). Los 32 sujetos de la muestra tenían edades comprendidas entre los 14 y los 47 años. Todos tenían pérdidas auditivas neurosensoriales (de severas a profundas). El procedimiento para evaluar la lectura labiofacial se basaba en la identificación de palabras aisladas. Estas palabras fueron emitidas siempre por el mismo evaluador. La identificación de las palabras se hacía a través de la selección entre cuatro alternativas. La lectura labiofacial correlacionó de manera significativa con la inteligencia y la inteligibilidad del habla. Se empleó un análisis de regresión múltiple para obtener una ecuación que permitiera predecir las puntuaciones en lectura labiofacial. Como resultado de este procedimiento se observó que los mejores labiolectores sordos fueron aquellos que eran más inteligentes y tenían un habla más inteligible.

Keywords

lipreadingprelingually deafdeafnessoral speechlectura labiofacialprelocutivossorderalengua oral
Type
Articles
Information
The Spanish Journal of Psychology , Volume 11 , Issue 2 , November 2008 , pp. 488 - 502
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alameda, J. R., & Cuetos, F. (1995). Diccionario de frecuencias de las unidades lingüísticas del castellano. Oviedo: Servicio de Publicaciones de la Universidad de Oviedo.Google Scholar
Alegria, J. (1998). The origin and functions of phonological representations in deaf people. In Hulme, C. & Joshi, R. M. (Eds.), Reading and spelling: Development and disorders (pp. 263–286). Mawah, NJ: Erlbaum.Google Scholar
Alegria, J., Charlier, B. L., & Mattys, S. (1999). The role of lipreading and cued speech in the processing of phonological information in French-educated deaf children. European Journal of Cognitive Psychology, 11, 451–472.CrossRefGoogle Scholar
Arnold, P., & Köpsel, A. (1996). Lipreading, reading and memory of hearing and hearing-impaired children. Scandinavian Audiology, 25, 13–20.CrossRefGoogle ScholarPubMed
Berger, K. W. (1972). Visemes and homophenous words. Teacher of the Deaf, 70, 396–399.Google Scholar
Bernstein, L. E., & Auer, E. T. (2003). Speech perception and spoken word recognition. In Marschark, M. & Spencer, P. E. (Eds.), Oxford handbook of deaf studies, language, and education (pp. 379–391). New York: Oxford University Press.Google Scholar
Bernstein, L. E., Demorest, M. E., & Tucker, P. E. (1998). What makes a good speechreader? First you have to find one. In Campbell, R., Dodd, B. & Burnham, D. (Eds.), Hearing by Eye II: Advances in the psychology of speechreading and auditory-visual speech (pp. 211–227). East Sussex, UK: Psychology Press.Google Scholar
Bernstein, L. E., Demorest, M. E., & Tucker, P. E. (2000). Speech perception without hearing. Perception & Psychophysics, 62, 233–252.CrossRefGoogle ScholarPubMed
Campbell, R. (1997). Read the lips: Speculations on the nature and role of lipreading in cognitive development of deaf children. In Marschark, M., Siple, P., Lillo-Martin, D., Campbell, R. & Everhart, V. S. (Eds.), Relations of language and thought: The view from sign language and deaf children (pp. 147–152). New York: Oxford University Press.CrossRefGoogle Scholar
Campbell, R., & Burden, V. (1994). The development of word coding skills in the born deaf: An experimental study of deaf school leavers. British Journal of developmental Psychology, 24, 331–350.Google Scholar
Cecilia Tejedor, A. (2000). Leer en los labios. Manual práctico para entrenamiento de la comprensión labiolectora. Madrid: CEPE.Google Scholar
Conrad, R. (1979). The deaf school child: Language and cognitive functions. London: Harper & Row.Google Scholar
Dancer, J. (1994). A cross-sectional investigation of speechreading in adults: Effects of age, gender, practice, and education. Volta Review, 96, 31–40.Google Scholar
De Filippo, C. L. (1982). Memory for articulated sequences and lipreading performance of hearing-impaired observers. Volta Review, 31, 134–146.Google Scholar
Dodd, B. (1980). The spelling abilities of profoundly prelingually deaf children. In Frith, U. (Ed.), Cognitive processes in spelling (pp. 423–440). New York: Academic Press.Google Scholar
Gómez Fernández, D. (1985). Prueba para la discriminación del estado de la discriminación audiemática en el hipoacúsico. CAUCE, Revista de Filología y su Didáctica, 8, 229–276.Google Scholar
González Cuenca, A. M. (1995). Revisión de los códigos y sistemas lingüísticos que pueden utillizarse para la comunicación con el niño sordo. Revista de Educación Especial, 19, 75–84.Google Scholar
Harris, M., & Moreno, C. (2006). Speech reading and learning to read: A comparison of 8-year-old profoundly deaf children with good and poor reading ability. Journal of Deaf Studies and Deaf Education, 11, 189–201.CrossRefGoogle Scholar
Justicia, F. (1995). El desarrollo del vocabulario. Diccionario de frecuencias. Granada (Spain): Universidad de Granada.Google Scholar
Kyle, F.-E., & Harris, M. (2006). Concurrent correlates and predictors of reading and spelling achievement in deaf and hearing school children. Journal of Deaf Studies and Deaf Education, 11, 273–288.CrossRefGoogle ScholarPubMed
Liberman, A. M., Cooper, F. S., Shankweiler, D. P., & Studdert-Kennedy, M. (1967). Perception of the speech code. Psychological Review, 74, 431–461.CrossRefGoogle ScholarPubMed
Ling, D. (1976). Speech and the hearing-impaired child: Theory and practice. Washington, D.C.: Alexander Graham Bell Association for the Deaf.Google Scholar
Lyxell, B. (1994). Skilled speechreading: A single case study. Scandinavian Journal of Psychology, 35, 212–219.CrossRefGoogle ScholarPubMed
Lyxell, B., & Rönnberg, J. (1989). Information processing skills and speech reading. British Journal of Audiology, 23, 339–347.CrossRefGoogle ScholarPubMed
Lyxell, B., Rönnberg, J., & Samuelsson, S. (1994). Internal speech functioning and speech-reading in deafened and normal hearing adults. Scandinavian Audiology, 23, 181–185.CrossRefGoogle Scholar
Massaro, D. W. (1987). Speech perception by ear and eye. In Dodd, B. & Campbell, R. (Eds.), Hearing by eye: The psychology of lip-reading (pp. 53–83). London / Hillsdale, NJ: Erlbaum.Google Scholar
Mogford, K. (1987). Lip-reading in the prelingually deaf. In Dodd, B. & Campbell, R. (Eds.), Hearing by eye: The psychology of lip-reading (pp. 191–211). Hillsdale, NJ: Erlbaum.Google Scholar
Montgomery, A. A., & Jackson, P. L. (1983). Physical characteristics of the lips underlying vowel lipreading performance. Journal of the Acoustical Society of America, 73, 2134–2144.CrossRefGoogle ScholarPubMed
Nicholls, G.H., & Ling, D. (1982). Cued speech and the reception of spoken language. Journal of Speech and Hearing Research, 25, 262–269.CrossRefGoogle ScholarPubMed
Owens, E., & Blazek, B. (1985). Visemes observed by hearing impaired and normal hearing adults viewers. Journal of Speech and Hearing Research, 28, 381–393.CrossRefGoogle ScholarPubMed
Perelló, J., & Tortosa, F. (1978). Sordomudez (3rd ed.). Barcelona: Editorial Científico Médica.Google Scholar
Rönnberg, J. (1995). What makes a skilled speechreader? In Plant, G. & Spens, K. (Eds.), Profound deafness and speech communication (pp. 393–416). London: Whurr.Google Scholar
Rönnberg, J., Samuelsson, S., & Lyxell, B. (1998). Conceptual constraints in sentence-based lipreading in the hearing-impaired. In Campbell, R., Dodd, B. & Burnham, D. (Eds.), Hearing by eye ii: Advances in the psychology of speechreading and auditory-visual speech (pp. 143–153). East Sussex, UK: Psychology Press.Google Scholar
Samuelsson, S., & Rönnberg, J. (1991). Script activation in lipreading. Scandinavian Journal of Psychology, 32, 124–143.CrossRefGoogle ScholarPubMed
Samuelsson, S., & Rönnberg, J. (1993). Implicit and explicit use of scripted constraints in lipreading. European Journal of Cognitive Psychology, 5, 201–233.CrossRefGoogle Scholar
Santana, R., & Torres, S. (2000). Las representaciones fonológicas en el sordo: papel de la palabra complementada en su desarrollo y uso. Revista de Logopedia Foniatría y Audiología, XX, 6–15.CrossRefGoogle Scholar
Schwartz, J.-L., Berthommier, F., & Savariaux, C. (2004). Seeing to hear better: Evidence for early audio-visual interactions in speech identification. Cognition, 93, 69–78.CrossRefGoogle ScholarPubMed
Silvestre, N., & Laborda, C. (1998). Adquisición del lenguaje oral en el alumnado con sordera prelocutiva. In Silvestre, N. (Ed.), Sordera, comunicación y aprendizaje (pp. 27–41). Barcelona: Masson.Google Scholar
Tillberg, I., Rönnberg, J., Svärd, I., & Ahlner, B. (1996). Audio-visual tests in a group of hearing-aid users: The effects of onset age, handicap age, and degree of hearing loss. Scandinavian Audiology, 25, 267–272.CrossRefGoogle Scholar
Torres, S., & Ruiz, M. J. (1996). La palabra complementada. el modelo oral complementado: introducción a la intervención cognitiva en logopedia. Madrid: CEPE.Google Scholar
Torres, S., Urquiza, R., & Santana, R. (1999). Deficiencia auditiva. Guía para profesionales y padres. Málaga: Aljibe.Google Scholar
Woodward, M. F., & Barber, C. G. (1960). Phoneme perception in lipreading. Journal of Speech and Hearing Research, 3, 212–222.CrossRefGoogle ScholarPubMed