Resource File

1. Resource File CEP 803 Oral Education

2. BOOKS These books are an assortment of teacher/parent resources with education and speech.

3. Books in Print Spoken Communication for Students Who Are Deaf or Hard of Hearing: A Multidisciplinary Approach BY Diane Klein and Elizabeth Parker Looks at the instructional practice of using a multidisciplinary team to develop spoken communication regardless of the level of hearing loss. Can be used at school or home.

4. Teach Me How to Say it Right BY Dorothy P. Dougherty Books in Print

5. Educating Deaf Students: From Research to Practice BY Mark Marschark, Harry G. Lang, and John Anthony Albertini Books in Print

6. Raising and Educating a Deaf Child: A Comprehensive Guide to the Choices, Controversies, and Decisions Faced by Parents and Educators BY Marc Marschark Books in Print

7. Books in Print The Parents Guide to Speech and Language Problems BY Debbie Feit

8. Books in Print Language Learning in Children Who are Deaf and Hard of Hearing; Multiple Pathways BY Susan R. Easterbrooks & Sharon Baker

9. Books in Print Language and Literacy Development in Children Who are Deaf BY Barbara R Schirmer

10. Books in Print Helping Deaf and Hard of Hearing Students to Use Spoken Language: A guide for Educators and Families BY Susan R. Easterbrooks & Ellen L. Estes

11. Books in Print Children with Hearing Loss: Developing Listening and Talking Birth to Six BY Elizabeth B. Cole & Carol A. Flexer

12. Books in Print The New Language of Toys BY S. Schwartz & J. Heller-Miller “using everyday toys to stimulate language development”

13. Parent Friendly Resource The Care and Education of a Deaf Child: A Book for Parents BY Pamela Knight and Ruth Swanwick

14. Parent Friendly Resource Coping Skills, an article about helping parents cope with their child's hearing loss. www.utdallas.edu/-thib

15. Parent Friendly Resource Volta Voices Magazine Alexander Graham Bell Association for the Deaf and Hard of Hearing A variety of information and articles about children and deafness

16. Parent Friendly Resource The Endeavor American Society for Deaf Children Magazine with information and advise pertaining to deaf children

17. Parent Friendly Resource For Families Guidebook and DVD BY Valerie Schuyler & Jayne Sowers 60 minute- helps families understand hearing loss, amplification systems, promote child listening skills, family emotions

18. Parent Friendly Resource Parent-Infant Communication with CD Parent curriculum, listening and communication skills, follows sequence of auditory skills acquisition so parents can promote language development

19. Parent Friendly Resource Speechercise Set 2 CDs with parent guide Songs, drills, mouth excercises for easy speech practice at home

20. Parent Friendly Resource Sound Hearing CD and booklet Examples of what hearing loss really sounds like

21. Parent Friendly Resource Sound Achievement Series Oral Deaf Ed Parent information about deafness and the oral based teaching method

22. Parent Friendly Resource Deaf Children Can Speak Father of deaf child wrote a book and it cn be downloaded at http://www.deafchildrencanspeak.com

23. Educator Tools TEAM up with Timo DVD all ages Language learning software that has vocabulary, stories, animated language tutor with realistic facial expressions Butte

24. Educator Tools Spanish Language Booklets Series of 6 booklets written in Spanish about introduction to hearing loss, essential information and about the ear Butte

25. Educator Tools Teaching the Kids with High Tech Ears Video Butte

26. Educator Tools Multi- Message Talking Speech Mirror 12x16 side by side with student Records message up to 32 seconds Message squares can hold own icons/pics

27. Educator Tools Whisper Phone acoustical voice feedback headset 10x more clear hearing phonemes

28. Educator Tools Listening Games for Littles 5 and Under CD and book Has games, crafts Organized into levels to move progressively along with listening skills

29. Educator Tools Lip Sync Photo cards used to teach mouth position and phonics. The mouth position “moves” when the card is tilted

30. Educator Tools No Glamour Sets Articulation book (348 pages) and CD K-6 Picture cards, scenes, word lists, sentences, activities, tracking sheet, can use with individual or group. There is an entire series of No Glamour speech tools

31. Educator Tools Speech Assessment System for Students who are Deaf and Hard of Hearing BY Julie A. Hanks & John L. Luckner Easy assessment, clear defined goals ages 2-10

32. Educator Tools Speech Ways Home Therapy Program

33. Catalogs

34. Websites www.juniorsweb.com- online activities for speech articulation

35. Websites www.deafhomeschool.com - good information for parents even if not home schooling

36. Websites www.listenup.org -speech activities

37. Websites www.oraldeafed.org - can order kits of information for parents, educators, & health care professionals

38. Websites www.asha.org -American Speech and Language Hearing Association.The American Speech-Language-Hearing Association (ASHA) is the professional, scientific, and credentialing association for 140,000 members and affiliates who are audiologists, speech-language pathologists and speech, language, and hearing scientists.

39. Websites www.jtc.org -John Tracy Clinic. In southern CA. Offers free of charge parent centered service, available on line as well. Has a great resources and links to other organizations

40. Websites www.readcaptionsacrossamerica.org Read Captions Across America provides loaned captioned media for teachers and parents on a wide variety of subjects. Is part of Described and Captioned Media Project

41. Websites www.ncbegin.org Beginnings for Parents of Children Who are Deaf and Hard of Hearing

42. Websites www.agbell.org Alexander Graham Bell Association Provides education and support and resources for parents of and children who are deaf and hard of hearing

43. Websites www.nad.org National Association for the Deaf Mostly sign but really good for special education laws and civil rights

44. Websites http://www.deaflibrary.org MANY lists of resources for people with a hearing loss, organizations, schools, media, support groups, culture, kids sites

45. Research Auditory-Oral Education: Teaching Deaf Children To TalkJean Sachar Moog, M.S., Director, Moog Center for Deaf Education, St. Louis, MO https://www.audiologyonline.com/articles/article_detail.asp?article_id=266

46. Research The Seven Habits of Highly Effective Audiologists Who Serve ChildrenLinda M. Thibodeau, Ph.D., UT Dallas/Callier Center, Audiology Online Contributing Editor – Pediatric Amplification http://www.audiologyonline.com/articles/article_detail.asp?article_id=1627

47. Research Technology-Enhanced Shared Reading With Deaf and Hard-of-Hearing Children: The Role of a Fluent Signing Narrator Vannesa Mueller &Richard Hurtig Early shared reading experiences have been shown to benefit normally hearing children. It has been hypothesized that hearing parents of deaf or hard-of-hearing children may be uncomfortable or may lack adequate skills to engage in shared reading activities. A factor that may contribute to the widely cited reading difficulties seen in the majority of deaf children is a lack of early linguistic and literacy exposure that come from early shared reading experiences with an adult who is competent in the language of the child. A single-subject-design research study is described, which uses technology along with parent training in an attempt to enhance the shared reading experiences in this population of children. The results indicate that our technology-enhanced shared reading led to a greater time spent in shared reading activities and sign vocabulary acquisition. In addition, analysis of the shared reading has identified the specific aspects of the technology and the components of the parent training that were used most often. Journal Of Deaf Studies and Deaf Education 2010

48. Research The Nature and Efficiency of the Word Reading Strategies of Orally Raised Deaf Students Paul Miller The main objective of this study was to unveil similarities and differences in the word reading strategies of orally raised individuals with prelingual deafness and hearing individuals. Relevant data were gathered by a computerized research paradigm asking participants to make rapid same/different judgments for words. There were three distinct study conditions: (a) a visual condition manipulating the visual–perceptional properties of the target word pairs, (b) a phonological condition manipulating their phonological properties, and (c) a control condition. Participants were 31 high school and postgraduate students with prelingual deafness and 59 hearing students (the control group). Analysis of response latencies and accuracy in the three study conditions suggests that the word reading strategies the groups relied upon to process the stimulus materials were of the same nature. Evidence further suggests that prelingual deafness does not undermine the efficiency with which readers use these strategies. To gain a broader understanding of the obtained evidence, participants’ performance in the word processing experiment was correlated with their phonemic awareness—the hypothesized hallmark of proficient word reading—and their reading comprehension skills. Findings are discussed with reference to a reading theory that assigns phonology a central role in proficient word reading. Journal Of Deaf Studies and Deaf Education 2009

49. Research Phonological Awareness, Vocabulary, and Reading in Deaf Children With Cochlear Implants Carol JohnsonUsha Goswami Purpose: To explore the phonological awareness skills ofdeaf childrenwith cochlear implants (CIs) and relationships with vocabularyand reading development. Method: Forty-three deaf children with implants who were between 5 and15 years of age were tested; 21 had been implanted at around2.5 years of age (Early CI group), and 22 had been implantedat around 5 years of age (Late CI group). Two control groups—adeafhearing aided group (16 children) and a typically developinggroup ofhearing children (19 children)—were also tested.All children received a battery of phonological processing tasksalong with measures of reading, vocabulary, and speechreading.Analyses focus on deaf children within the normal IQ range (n= 53). Results: Age at cochlear implantation had a significant effect on vocabularyand reading outcomes when quotient scores were calculated. Individualdifferences in age at implant, duration of fit, phonologicaldevelopment, vocabulary development, auditory memory, visualmemory, and speech intelligibility were all strongly associatedwith progress in reading for the deaf implanted children. Patternsdiffered somewhat depending on whether quotient scores or standardscores were used. Conclusions: Cochlear implantation is associated with development of theoral language, auditory memory, and phonological awareness skillsnecessary for developing efficient word recognition skills.There is a benefit of earlier implantation.

50. Research The Development of Proto-Performative Utterances in Deaf Toddlers Guido F. Lichtert & Filip T. Loncke PURPOSE: The purpose of this study was to examine and compare the developmentof proto-imperative and proto-declarative utterances in normallydeveloping, non-neonatally screened, profoundly deaf toddlers. METHOD: Both types of proto-declarative are considered to be the mostbasic prelinguistic and early linguistic communicative functions.Eighteen normally developing, non-neonatally screened, profoundlydeaf toddlers participated in a longitudinal study. All childrenwere enrolled in the same oral–aural home guidance program.At the time of the study, none of the children had receiveda cochlear implant. At the ages of 18, 24, and 30 months, proto-imperativeutterances were elicited using an adapted version of M. Casby and J. A. Cumpata's (1986)Protocol for the Assessment of Prelinguistic Intentional Communication.For eliciting proto-declarative intentions, a video clip wasused. RESULTS: Results revealed a significant increase in both frequency andlevel of utterances for both types of proto-performatives. Althoughthere was a clear development from nonlinguistic toward linguisticcommunication, utterances remained predominantly deictic–gesturalfor the imperative intentions and referential–gesturalfor declaratives. CONCLUSIONS: The data support the notion from the literature that both typesof performatives are susceptible to elicitation. Results alsosuggest that after neonatal screening, both total communicationand oral–aural approaches might accelerate conventionalizationof the earliest communicative utterances of profoundly deaftoddlers. Journal of Speech, Language, andHearing Research Vol.49 486-499 June 2006