Cued Articulation - Consonants and Vowels

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Ensure your child is face watching when an adult says a word as this will ensure they can see how the sound and words are formed Cued speech is based on the hypothesis that if all the sounds in the spoken language looked clearly different from each other on the lips of the speaker, people with a hearing loss would learn a language in much the same way as a hearing person, but through vision rather than audition. [6] [7] Voice: You can have either a voiced or voiceless sound. This depends on whether the voice box is turned on or not. So a ‘p’ sound is voiceless where as ‘b’ is a voiced sound. Both ‘p’ and ‘b’ are made in the same way using the lips, the only difference between them is the voicing. This is represented by using 1 finger for the voiceless sounds and 2 for the voiced sounds. Cued Speech in Different Languages | National Cued Speech Association". www.cuedspeech.org. Archived from the original on 2012-07-28. NCSA Mini-Documentary - A 10-minute video explaining Cued Speech. Audio, ASL, sub-titles and some cueing.

Start with known vocabulary – names of members of your family and words and phrases your child maybe familiar with – and then build on the same vocabulary. Not able to make speech sounds in isolation at least one year after they should have developed (see the Articulation table in the Speech Sounds Developmental Norms).Go to the beach or lake. Build castles in the sand and how wet sand is easier to work with when building. Talk about how the waves come and go and wash away the castles at night. Has resources and information for parents, early years settings and schools to promote language and literacy development. The editor of the Cued Speech Journal (currently sought but not discovered) reports that "Research indicating that Cued Speech does greatly improve the reception of spoken language by profoundly deaf children was reported in 1979 by Gaye Nicholls, and in 1982 by Nicholls and Ling." [12] Talking Point gives parents/carers and practitioners the information they need to help children develop their speech, language and communication skills. The hand movements are logical – each hand movement represents one sound and the cue gives clues as to how and where the sound is produced. Colour coding is also used to indicate the consonant sounds represented by the written letters.

I think the keys that open the door to successful cueing have to do with motivation – how badly you want to learn it – and practice, practice, practice. If you don’t memorize the system and know your vowels as easily as you know your name, then it won’t be easy and you will always struggle. Well the key to becoming a fluent cuer is to learn cueing so that it becomes automatic, like knowing that two plus two is four. Cued speech has been adapted to more than 50 languages and dialects. However, it is not clear how many of them are actually in use. [17]Using 4 or more speech processes beyond the age at which they are typically no longer seen (see the Phonology table in the Speech Sounds Developmental Norms). Cued Articulation is a set of hand cues for teaching the individual sounds in a word. It is useful for speech pathologists, speech and language therapists, remedial and recovery teachers and primary teachers in the classroom.

Some speech sound errors are seen in typical speech sound development. If your child is making one or more of the typical error patterns after the age at which they are typically no longer seen, then their speech sound development is delayed and they would benefit from support from home and nursery/school. We know that hearing children learn language effortlessly through listening, eavesdropping, exposure and interaction. Children are naturally curious and when we build language we need to build on that curiosity. As parents of deaf and hard of hearing children, we can build vocabulary by providing a model for language structure, through daily routine and the vocabulary used in those routines. In addition to this we focus on the three L’s: Looking Listening and Lip patterns. Recent research indicates that lip reading is essential in developing good literacy. So we support the use of phonics with a visual cue that cues our children to our lips, so while they are listening they are watching how these sounds are formed at the mouth and supporting the development of their lip reading skills as well as their phonics. Don’t accept pointing or gestures when a child is demanding something. Give him or her the words to express himself. If the child points to a cookie, and you know he wants the cookie, then hold the cookie and say “Do you want a cookie?” If the child indicates in the affirmative, then say, “You need to ask for it. Say ‘please may I have a cookie?’” Use and expect language and you will get language. Cue all the time and be consistent in your expectations. Remember: Language is what you say. Speech is how you say it. With cues you are building language. You can use cues to clarify and correct speech, but not to teach speech.Heracleous, P. Beautemps, D. & Aboutabit, N. (2010). Cued speech automatic recognition in normal-hearing and deaf subjects. Speech Communication, 52, 504–512. Ensure your child is face watching when an adult says a word as this will ensure he can see how the sound and words are formed. It is a helpful tool to promote reading fluency, particularly in blending and segmenting multi-syllable words. Additionally, CA has a practical application in the learning of new vocabulary. The movement of the hand gives information about whether the sound is long (continuous air stream) or short (a short burst of air) or a mixture of both 3. Voicing – whether the vocal cords are used or not

So what are the keys? Why are some people more successful at becoming fluent cuers than others become? Why does Cueing come more easily for some than for others? And what does it mean to use CS successfully? And how does fluent cueing transfer into the development of good English language skills for deaf children? How do parents make that happen? So let’s take these questions one at a time. Though to a hearing person, cued speech may look similar to signing, it is not a sign language; nor is it a Manually Coded Sign System for a spoken language. Rather, it is a manual modality of communication for representing any language at the phonological level ( phonetics).

Cued Speech UK can bring Learn to Cue workshops to you:

What happens when the teachers and families of deaf children are given intensive support and training? It can be used as part of other communication approaches like Sign Bilingualism and Total Communication. Articulation- This category provides so many amazing flashcards, activities and worksheets that seek to make articulation practice fun. It features resources for sounds in initial, medial and final positions. Parent workshops to support speech sound development are offered by the SLT department for families known to the service. Referral Cued speech is a visual system of communication used with and among deaf or hard-of-hearing people. It is a phonemic-based system which makes traditionally spoken languages accessible by using a small number of handshapes, known as cues (representing consonants), in different locations near the mouth (representing vowels) to convey spoken language in a visual format. The National Cued Speech Association defines cued speech as "a visual mode of communication that uses hand shapes and placements in combination with the mouth movements and speech to make the phonemes of spoken language look different from each other." It adds information about the phonology of the word that is not visible on the lips. This allows people with hearing or language difficulties to visually access the fundamental properties of language. It is now used with people with a variety of language, speech, communication, and learning needs. It is not a sign language such as American Sign Language (ASL), which is a separate language from English. Cued speech is considered a communication modality but can be used as a strategy to support auditory rehabilitation, speech articulation, and literacy development.