Fletcher S G, Dagenais P A, Critz-Crosby P
University of Alabama, Birmingham.
J Speech Hear Res. 1991 Aug;34(4):943-56. doi: 10.1044/jshr.3404.943.
Glossometry was used to teach the four point vowels (/i,ae,u,a/) to 6 profoundly hearing-impaired children. Prior to treatment, all subjects evidenced centralized tongue positions during vowel productions. After 15 to 20 fifty-minute training sessions over 3- to 4-week time periods, all subjects showed greater diversification of tongue postures for the vowels, especially in tongue height. Listener identifications were generally better after therapy. The training results suggested that visually presented models and feedback of tongue positions can facilitate more appropriate tongue postures and improve vowel intelligibility by hearing-impaired speakers.
采用舌位测量法对6名重度听力障碍儿童进行了四点元音（/i,ae,u,a/）的教学。治疗前，所有受试者在元音发音时均表现出舌位集中。在3至4周的时间内进行了15至20次每次50分钟的训练后，所有受试者的元音舌位姿势更加多样化，尤其是舌高方面。治疗后，听众的识别能力总体上有所提高。训练结果表明，视觉呈现的模型和舌位反馈可以促进听力障碍者形成更合适的舌位姿势，并提高元音清晰度。
