Speech-based+Code+(Cued+Speech)

Gregory, Knight, McCracken, Powers, & Watson (1998) have let their readers know that speech-based code is "recalling items in order" (p.25). At first researchers felt that "deaf people could not establish a speech-based code," (p.25) however, realize that that is not true. Other theorists, "Dodd and Hermelin (1977) believe that deaf children derive from lip-reading which can form the basis of a speech-based code" (p.25). Like all babies, learning how to use this form of communication takes steps. Speech-based code is also known as cued speech. Cued speech "was invented in 1966, by R. Orin Cornett" (NVCSA, 2010). [|Northern Virginia Cued Speech Association] explains on their website that cued speech "is a system consisting of one hand synchronized with the natural mouth movements of spoken language. In English the hand shows eight different hand shapes, representing 25 different consonant sounds, used in four different positions around the mouth, representing 15 unique vowel sounds" (NVCSA, 2010).



They claim it goes quite well with those who have cochlear implants. "When combined with a cochlear implant, cued speech helps the individual attach meaning to the auditory information and helps to clarify the phonology of the spoken language" (NVCSA, 2010).

Benefits of Cued Speech in the Classroom (NVCSA, 2010) Another resource that can be referred to is an article titled, //[|Why Johnny Can Read]// (Caldwell, 1994). In this article it claims that "profoundly deaf students with experience in cued speech read on the same level as their hearing peers and speak correct sentences as often as hearing children."
 * Research has shown that profoundly deaf children who consistently receive cued language read on the same level as their hearing peers
 * Cued Speech allows families to continue to use the language of the home
 * Cued Speech helps a child to be a better speech reader (lip-reader).
 * It is not language-specific and can be adapted for use in virtually any spoken language. To date, Cued Speech has been adapted for use with well over 50 different languages.

Now as teachers, how does understanding cued speech help us in the classroom? If we are apart of the team that collaborates an IEP for our student, then understanding what cued speech may help. It may allow you to use it in the classroom or suggest that you could use an interpreter who specializes in cued speech. Cued speech can also be used with other languages. If you are a teacher in French Immersion, this is another reason you may suggest to use this in your classroom as another support for your student. Alegria, Lechat, & Leybaert (1990) carried out a [|research study] to comprehend the effectiveness of cued speech in the classroom and found "that Cued Speech assists the acquisition of a receptive linguistic competence in the deaf child."

With the above evidence, we can see that using Cued Speech would be an acceptable way in which to adapt the delivery of your teaching in your classroom.

Following is a video clip from you tube that explains more of cued speech.

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