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Resource File. By: Lindsay Pitsch Michigan State University CEP 803C: Oral Education Kristin Knight. Current Research. Contribution of High-Frequency Information to the Acceptance of Background Noise in Listeners With Normal and Impaired Hearing.

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  1. Resource File By: Lindsay Pitsch Michigan State University CEP 803C: Oral Education Kristin Knight

  2. Current Research

  3. Contribution of High-Frequency Information to the Acceptance of Background Noise in Listeners With Normal and Impaired Hearing. • Research was done to determine whether information beyond 2.0 kHz affected theacceptance of background noise in listeners with normal and/orimpaired hearing. Plyler, P. N., Madix, S. G., Thelin, J. W., & Johnston, K. W. (2007). Contribution of high-frequency information to the acceptance of background noise in listeners with normal and impaired hearing. American Journal of Audiology, 16(2), 149-156. • Click Here for Full Article

  4. A Summary of the Reading Comprehension Research Undertaken with Students who are Deaf and Hard of Hearing • Identify, review, and summarize the research done related to reading comprehension in school-aged students who are deaf and hard of hearing. • Luckner, J. L., & Handley, C. M. (Spring 2008). A Summary of the Reading Comprehension Research Undertaken with Students Who Are Deaf or Hard of Hearing. American Annals of the Deaf. 153(1), 6-36. • Click here to access full article

  5. Introducing Young Children Who are Deaf and Hard of Hearing to Spoken Language: Child’s Voice, an Oral School • The key features of the school include low student-teacher ratios, teachers who are trained as oral educators of deaf children, ongoing staff and parent education, specialized curricula, and a strong emphasis on listening and speaking throughout the day. • Approximately 75% of the students at the school use cochlear implants; the remainder wear hearing aids. • Wilkins, M., & Ertmer, D. J. (July 2002). Introducing young children who are deaf or hard of hearing to spoken language: Child'sVoice, an oral school. Language, Speech, and Hearing Services in Schools. 33(3), 196-204. • Click here to access full article

  6. Identification and Placement for Deaf Students with Multiple Disabilities: Choosing a Path Less Followed. • The article reviews the literature on identification and placement for students who are deaf students with a disability. • For example students who are deaf with autism, emotional/behavioral disorders, attention deficit disorders, and/or cognitively impaired. • Guardino, C. A. (Spring 2008). Identification and Placement for Deaf Students with Multiple Disabilities: Choosing the Path Less Followed. American Annals of the Deaf. 153(1), 55-64. • Click here for full article

  7. The effects of pitch, reverberation, and spatial separation on the intelligibility of speech masked by speech in normal-hearing and hearing-impaired listeners • “Understanding speech in noisy and reverberant environments is a task that normal listeners can perform quite well and with which the hearing impaired have great difficulty. Comparing the performance of these two groups of listeners while varying perceptual cues gives insight into the segregation abilities of both normal and impaired auditory systems.” • Carr, S.. The effects of pitch, reverberation, and spatial separation on the intelligibility of speech masked by speech in normal-hearing and hearing-impaired listeners. Ph.D. dissertation, Boston University, United States -- Massachusetts. • Click here for preview

  8. Investigating the Time Course of Spoken Word Recognition: Electrophysiological Evidence for the Influences of Phonological Similarity • This article provides evidence that suggests that words compete for recognition during auditory word identification, and that phonological similarity is the driving factor for the competition • Desroches, A. S., Newman, R. L., & Joanisse, M. F. (2009). Investigating the Time Course of Spoken Word Recognition: Electrophysiological Evidence for the Influences of Phonological Similarity. Journal of Cognitive Neuroscience 21, 21(10), 1893-1906. • Click here for full article

  9. Characteristics of the Transition to Spoken Words in Two Young Cochlear Implant Recipients • This research investigated two main questions: • How do toddlers’ spoken utterances change during the first year of cochlear implant (CI) use? • How do the time-courses for reaching spoken word milestones after implant activation compare with those reported for typically developing children? • Ertmer, D. J., & Inniger, K. J. (December 2009). Characteristics of the Transition to Spoken Words in Two Young Cochlear Implant Recipients. Journal of Speech, Language, and Hearing Research. 52(6), 1579-94. • Click here for full article

  10. Spoken Word Recognition in Toddlers Who Use Cochlear Implants • The purpose of this study was to assess the time course of spoken word recognition in 2-year-old children who use cochlear implants (CIs) in quiet and in the presence of speech competitors. Grieco-Calub, T. M., Saffran, J. R., & Litovsky, R. Y. (December 2009). Spoken Word Recognition in Toddlers Who Use Cochlear Implants. Journal of Speech, Language, and Hearing Research. 52(6), 1390-400. • Click here for full article

  11. Role of Visual Speech in Phonological Processing by Children With Hearing Loss • This research article assessed the influence of visual speech in phonological processing by children with a hearing loss. • Jerger, S., Tye-Murray, N., & Abdi, H.. (2009). Role of Visual Speech in Phonological Processing by Children With Hearing Loss. Journal of Speech, Language, and Hearing Research, 52(2), 412-34.  • Click here to view full article

  12. Early Intervention in Auditory/Oral Deaf Education: Parent and Professional Perspectives • The purpose of this study was to validate competencies necessary for effective work in early intervention with infants and toddlers who are deaf or hard of hearing. • Gale B Rice, & Susan Lenihan. (2005). Early Intervention in Auditory/Oral Deaf Education: Parent and Professional Perspectives. The Volta Review, 105(1), 73-96.  • Click here to view full article

  13. Books in Print

  14. Teach Me How to Say it Right:Helping Your Child with Articulation Problems • By: Dorothy P. Dougherty • Chapters: • Learning to Communicate: Speech • How do Speech Sound Develop • What Can Cause an Articulation Problem? • Encouraging Your Child to Talk • Developing Phonological Awareness • How to find Professional Help • Lost of activities that parents can do with their children.

  15. Bonding While Learning:Activities to Grow Your Relationship While Preparing for Reading Success • By: Gary Kosman and Grace Chiu • This book includes many activities and games that are easy to set up at home that encourage speech and early reading

  16. Childhood Motor Speech Disability • By: Russell J. Love • An in depth guide for speech-language pathologists. • Includes information on speech management and therapy for childhood motor speech disability.

  17. Eliciting Sounds:Techniques and Strategies for Clinicians • By: Wayne A. Secord, Suzanne E. Boyce, JoAnn S. Donohue, Robert A. Fox, and Richard E. Shine • Includes place, manner, and voicing for consonant sounds and vowel sounds & diphthongs Also, describes common errors while eliciting techniques

  18. Early Communication Skills • By: Charlotte Lynch & Julia Kidd • An approach using activities covering areas in: • Pre-Verbal Skills • Language & Play • Early Listening: Awareness of Sound • Early Listening: Awareness of Voice • Vocalizations • Auditory Discrimination • Speech Discrimination • Early Words

  19. The Source for Nonverbal Learning Disorders • By: Sue Thompson • Formerly titled / Shouldn’t Have to Tell You • This Source series includes The Source for: • Children with cochlear implants

  20. Childhood Speech, Language, and Listening problems: What Every Parent Should Know • By: Patricia McAleer Hamaguchi

  21. Making ConnectionsSupport for Families of Newborns and Infants with Hearing Loss • By: Valerie Schuyler and Norene Broyles • Promotes acquisition of age-appropriate listening and communication skills during the first 12 months of life.

  22. Spoken Communicationfor Students Who are Deaf and Hard of Hearing • By: Diane Klein and Elizabeth Parker • Using multi-disciplinary team approach to develop spoken communication skills.

  23. Good Morning Me!:Fun Repetitions that Little Ones Can’t Help But Mimic • By: Lisa Eberlein • Speech exercises that encourage initial vowel and consonant sounds through repetition.

  24. Valid Websites

  25. Signing Online • This provides interactive web-based instruction in American Sign Language • Online Sign Language Learning System: www.signonline.com • This is by Elizabeth Stewart, CEO Signing Online, LLC

  26. Alexander Graham Bell Association for the deaf and hard of hearing • National Office: AG Bell 3417 Volta Place NW Washington DC 20007 • www.agbell.org • Click on “JOIN” • Membership is available for $40.00/year. Joining the national organization automatically enrolls you in the state chapter. • There is a free membership if you purchased Siemans and Oticon products.

  27. Interactive Storybooks • By: Beth E. Breakstone • Distributed by: Mayer-Johnson LLC • Published By: Special Editions Press • Order online: • http://www.acciinc.com/Html/Books/interactive_stories.html • 18 interactive stories such as: • Old McDonald Had A Farm • Happy Birthday to Me!

  28. www.cochlearimplantonline.com • This website was created to provide better awareness for people with cochlear implants. • Also, success stories of students who are deaf and hard of hearing who learned the learned the language through hearing and speaking.

  29. The ultimate speech home program • www.speechtree.ca • A website for professionals that gives ideas and activities to help children with articulation

  30. Reading Resource Center • www.readinga-z.com • Downloadable materials that you can use to teach speech through reading, phonics, and the alphabet.

  31. Equal Voice for Deaf Children • http://evdcweb.org • This website is for parents of children who are deaf and hard of hearing to help teach their children to listen and talk

  32. advancefor Speech-Language Pathologist and Audiologists • This is a weekly publication that reports on the latest technology, developments, and current trends in speech-language pathology. • http://speech-language-pathology-audiology.advanceweb.com/

  33. Word Play Publications • http://wordplay.ca/products.html • Games for listening, language and speech!

  34. Oral Deaf Education • http://oraldeafed.org/ • Family-centered educational approach that develops a child’s speech and listening abilities

  35. Educator Tools

  36. Enjoy! • Catalog that includes great ideas for teaching! • Includes articulation, auditory processing, and language development workbooks. • www.greatideasforteaching.com

  37. The Mailbox • Where great teachers find great ideas! • You can subscribe to the magazine • $29.95  for 1 year (6 issues)    • $54.95  for 2 years (12 issues)    • $79.95  for 3 years (18 issues)  • Can get free ideas online • Go to http://www.theeducationcenter.com/tec/

  38. K & K Sign to Talk NounsK & K Sign To Talk Verbs • These are sturdy cards with actual pictures on the front and the sign on the back of the card. • From: Northern Speech Services, INC National Rehabilitation Services www.nss-nrs.com

  39. Garlic Press • www.garlicpress.com • Innovative books, games and teaching tools • CD’s for types of hearing losses • Understanding sounds, pure tones, identifying frequencies, human hearing range, decibels, degrees of hearing loss, frequency loss, high frequency loss, hearing spelling test, tinnitus • What is a hearing loss like? Find out! • Distinguish levels of sound • Distinguish degrees of hearing loss • Take an impaired spelling test • Listen to a story that simulates hearing loss

  40. Oral-Motor Activities for School-Aged Children • By: Elizabeth Mackie • Published By: LinguiSystems • This book shows pictures for oral-motor articulation as well as gives many oral-motor activities to do in school and at home

  41. The Kidfun Activity Book • By: Sharla Feldscher with Susan Lieberman • Ages 2 ½ - 8 years • More than 250 easy activities • Requiring little or no equipment arranged by type of activity

  42. Little Language for Little Ones • By: Laura Dyer • Master’s of Communication Disorders and Speech-language Pathologist • From Early Infant vocalization to solving school-aged delays • Develop children’s speech through fun teaching techniques and music!

  43. Picture This…Version 3.0 • Make flash cards easily! • Have you ever searched for a picture in clipart or online and could not find it? • This CD gives LOTS of realistic pictures to use to target speech sounds • Also, easy to make flash cards for students to take home and work on speech sounds.

  44. 300+ Developmental Language Strategies for Clinic & Classroom • By: Charlann S. Simon, M.A. • Chapters include: • Developmental Language Strategies for Use in the Classroom • Strategies for Morphological-Syntactic Development • Strategies for Expansion of Language Form • Style and Function.

  45. A Speechmark Practical Resource • Developing Baseline Communication Skills & Speaking, Listening & Understanding • By: Catherine Delamain & Jill Spring

  46. 50 Quick-Play Articulation Games • By: Barb Truman & Lauri Whiskeyman • 50 quick, easy-to-play articulation games for 21 phonemes! • Grades K-5

  47. Goldman Fristoe 2 • This is a test of Articulation • By: Ronald Goldman, Ph.D. and Macalyne Fristoe, Ph.D. • Published by: American Guidance Services, Inc (AGS)

  48. PLS 4 • Preschool Language Scale 4th Edition • BY: Ira Lee Zimmerman, Violette G. Steiner, and Roberta Evatt Pond • This assessment measures receptive and expressive language

  49. Parent Friendly Resources

  50. Guide By Your Side This is a parent based support group. • Pair up families near or in the same county. • Many families report a sense of helplessness and anxiety upon learning that their baby is deaf or hard of hearing, and connecting to someone who can truly say "I know just how you feel" can provide unique and critical support. • http://www.handsandvoices.org/services/guide.htm

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