Research Paper on:
Deaf and Hearing Impaired Speech Training

Unformatted Sample Text from the Research Paper:
DEAF AND HEARING IMPAIRED , October, 2001 properly! Language acquisition is dramatically affected when deafness  occurs prior to a toddlers development of language, which would be about age 2 years. Because language is acquired through auditory means, i.e., one must hear it to reproduce it,  the individual loses the primary means of learning language. A number of visual techniques then must be used instead of the usual auditory means to learn language. Some of those  methods are: * American Sign Language (ASL): There are other models of sign language but ASL is the preferred language among deaf persons. * Lip reading: Some deaf and hearing  impaired persons learn to lip-read. * Cued speech: This is a visual communication system that uses hand cues. * Simultaneous communication: This method combines sign language and speechreading in  English work order. * Speech training: This approach teaches the deaf and hearing impaired individual to speak (Central Piedmont Community College, 2000). Speech training focuses on the development of a  phonetic repertoire as well as using speech meaningfully in conversations with others. Typically, motor drills and phonological practice occur to help the child improve their intonation, pitch and duration of  speech sounds (St. Joseph Institute, 2001). This paper discusses speech training. Speech training with deaf children "is a long-term, clinician-intensive process often with limited results" (Ertmer and Maki,  2000, p. 1509). The original and traditional models of speech training do not use any kinds of instruments to aid in the process, such as computerized visual displays, referred to  as spectrographic displays (SDs). These models may not be adequate to overcome the barriers to teaching and improving speech. Such barriers include lack of visual cues for articulation of sounds