ABSTRACT
To understand the reading strategies used by deaf students, two groups of profoundly deaf individuals were tested: Group 1: users of the Brazilian Sign Language and Group 2: users of the Brazilian Sign Language and speech and/or lip reading. A reading test was used to assess the degree of development of logographic, alphabetic and orthographic strategies. The group of deaf students who used alternative means of communication (Group 2) showed improved performance in all psycholinguistic categories of the test in comparison to Group 1. It was observed that the use of phonology is not directly associated with good reading skills in the profoundly deaf. On the other hand, word recognition by these readers occurs via the utilization of the orthographic strategy, which proved to be efficient.
Para compreender as estratégias de leitura utilizadas por indivíduos com surdez profunda, o presente estudo investigou dois grupos: Grupo 1, constituído por usuários da Libras - Língua Brasileira de Sinais; e Grupo 2, composto por indivíduos que, além da Libras, usam recursos de oralização e/ou leitura labial. Por meio do Teste de Competência de Leitura de Palavras, foi avaliado o grau de desenvolvimento das estratégias logográfica, alfabética e ortográfica. Em comparação ao Grupo 1, o grupo de surdos que utiliza meios alternativos de comunicação (Grupo 2) apresentou desempenho superior em todas as categorias psicolinguísticas do teste. Observou-se que o uso da fonologia não está diretamente associado à boa habilidade de leitura em surdos profundos e que o reconhecimento de palavras por esses leitores se dá por meio da utilização da estratégia ortográfica, que se mostrou eficiente.
Subject(s)
Reading , Sign Language , Speech , Deafness , Education, Special , LipreadingABSTRACT
To understand the reading strategies used by deaf students, two groups of profoundly deaf individuals were tested: Group 1: users of the Brazilian Sign Language and Group 2: users of the Brazilian Sign Language and speech and/or lip reading. A reading test was used to assess the degree of development of logographic, alphabetic and orthographic strategies. The group of deaf students who used alternative means of communication (Group 2) showed improved performance in all psycholinguistic categories of the test in comparison to Group 1. It was observed that the use of phonology is not directly associated with good reading skills in the profoundly deaf. On the other hand, word recognition by these readers occurs via the utilization of the orthographic strategy, which proved to be efficient.
Para compreender as estratégias de leitura utilizadas por indivíduos com surdez profunda, o presente estudo investigou dois grupos: Grupo 1, constituído por usuários da Libras - Língua Brasileira de Sinais; e Grupo 2, composto por indivíduos que, além da Libras, usam recursos de oralização e/ou leitura labial. Por meio do Teste de Competência de Leitura de Palavras, foi avaliado o grau de desenvolvimento das estratégias logográfica, alfabética e ortográfica. Em comparação ao Grupo 1, o grupo de surdos que utiliza meios alternativos de comunicação (Grupo 2) apresentou desempenho superior em todas as categorias psicolinguísticas do teste. Observou-se que o uso da fonologia não está diretamente associado à boa habilidade de leitura em surdos profundos e que o reconhecimento de palavras por esses leitores se dá por meio da utilização da estratégia ortográfica, que se mostrou eficiente.
Subject(s)
Sign Language , Speech , Deafness , Education, Special , LipreadingABSTRACT
Objective Use McGurk effect paradigm materials to explore the role of lip-Reading for hearing-impaired children in phonetic identification.Methods Thirty-six severe prelingually hearing-impaired children and thirty-six normal healthy children(binaural PTA≤20 dB HL)were recruited in the study.The test material was composed of audio and video,including/ba/,/da/,/bi/,/di/,/bu/,/du/six stimulation sounds which were video recorded as pronounced.Under 3 different conditions,the two groups were evaluated for the accuracy of audi-tory responses.Results The accuracy of auditory responses of hearing-impaired children group was 0.71 ±0.19, 0.96±0.07,0.11 ±0.16 for auditory-only mode,audio -visual consistent mode and audio -visual inconsistent mode,respectively,0.93±0.10,0.96±0.11,0.54±0.23 for normal hearing children in auditory-only mode,audi-o-visual consistent mode and audio-visual inconsistent mode,respectively.Conclusion The Audio-visual con-sistent mode is the best one and the lip-reading can help hearing-impaired children in phonetic identification.
ABSTRACT
Objective This experiment was to analyze the impacts of lip -reading information on hearing im-paired subjects'sentence recognition got in noisy environment in comparing with the results obtained from the listen-ing and audio -visual testing ways .Methods Fourteen moderate hearing impaired subjects with 55 .4 ± 9 .1 years old were postlingual deafness .Their sentence recognition ability were tested in noisy environments with speech and audio-visual information separately (speech intensity :30 dB SL ,SNR:5 dB) .Results Compared with the sentence recognition administered in the speech information condition 73 .79% ± 7 .95% ,the subjects sentence recognition un-der the audio -visual condition was 86 .57% ± 5 .42% ,which was significantly different (P<0 .05) .Conclusion In noisy environment ,lip-reading can improve hearing impaired patients’ sentence recognition obviously .
ABSTRACT
We report a 47-year-old right-handed male patient with pure word deafness after suffering an intracerebral hemorrhage. He had been working as a high school teacher before the onset of his stroke. He was emergently admitted to our hospital due to left putaminal hemorrhage and treated conservatively after admission. The patient's neurological findings showed that although his auditory comprehension was severely impaired, he was still able to communicate using written language. Pure-tone audiometry didn't detect any sensorineural hearing impairment. After the diagnosis of pure word deafness was clinically made, we educated the patient and his family, as well as the associated medical staff at our department, about this condition so that they could understand his pathological situation. In addition, we introduced a rehabilitation program for lip-reading and showed him a technique for using articulatory voice production in usual conversation. As a result of our attempts, he developed the ability to communicate using lip-reading skills after 2 months of rehabilitation and successfully returned to his previous work because of the communicative competence he acquired. We also make some proposals for helping other patients with auditory agnosia to return not only to their regular daily activities but also to return to gainful employment, as patients with this condition seem to have special difficulties benefiting from the present welfare service system in Japan.
ABSTRACT
A leitura orofacial (LOF) é feita de forma inconsciente ao se comunicar e atualmente tem sido utilizado com freqüência na avaliação de deficientes auditivos. O deficiente auditivo é capaz de "ler" a posição dos lábios e captar os sons da fala de um locutor, porém é provável que até o melhor leitor labial só consiga entender 50 por cento das palavras articuladas. METODOLOGIA: Foram avaliados 30 indivíduos de ambos os sexos, na faixa etária de 27 a 89 anos, portadores de deficiência auditiva bilateral sensorioneural moderada. A avaliação constou do teste de percepção de fala de palavras monossílabas em quatro situações: sem AASI e sem LOF, sem AASI e com LOF, com AASI e sem LOF, com AASI e com LOF. RESULTADOS: Observou-se uma melhora na porcentagem de acertos em 93,5 por cento dos pacientes na situação com AASI e com LOF em relação às demais situações. CONCLUSÃO: A leitura dos lábios é uma importante estratégia de comunicação aos portadores de deficiência auditiva e sua recomendação auxilia o processo de adaptação de AASI.
Lip reading (LR) is unconsciously practiced as we communicate and has currently been widely used in the assessment of hearing impaired people. The hearing challenged individual is able "to read" lip position and thus interpret the speech sounds of the speaker; however, it is very likely that the best lip reader can only catch 50 percent of the words uttered. METHODOLOGY: 30 individuals of both gender, with age ranging from 27 to 89 years, carriers of moderate bilateral sensorineural hearing loss. The assessment encompassed speech recognition test of monosyllable words in four situations: without hearing aid (HA) and LR; without HA and with LR; with HA and without LR; and with HA and LR. RESULTS: we noticed an improvement in the percentage of correct answers in 93.5 percent of the patients with HA and LR when compared to those patients in the other situations. CONCLUSION: Lip reading is an important communication strategy for those with hearing impairment, and it can support the hearing aid fitting process.