Nicholls G H, Ling D
J Speech Hear Res. 1982 Jun;25(2):262-9. doi: 10.1044/jshr.2502.262.
This study was designed to investigate the effect of Cued Speech on the speech reception abilities of profoundly hearing-impaired children under seven conditions of presentation: audition; lipreading; audition and lipreading; cues; audition and cues; lipreading and cues; and audition, lipreading, and cues. The 18 subjects had been taught through the use of Cued Speech for at least 4 years. The subjects were presented with specially designed speech tests (syllables and key words in sentences) which had been recorded on color videotape, and they responded in writing. Speech reception scores of over 95% with the key word in sentence materials and over 80% with the syllables were obtained with lipreading plus cues, and with audition, lipreading plus cues. Equally high levels of accuracy in speech reception by such children have not previously been reported. The subjects also demonstrated the ability to use audition with the sentence materials, both in combination with lipreading and with cues, though there were large individual differences under these conditions. Speech reception abilities in the lipreading-plus-audition condition were highly correlated with scores for speech production, whereas language attainments were correlated with reception through Cued Speech. The implications of these findings to the field of aural rehabilitation are discussed.
本研究旨在调查提示语对7岁以下重度听力障碍儿童在七种呈现条件下言语接受能力的影响：听觉；唇读；听觉和唇读；提示；听觉和提示；唇读和提示；以及听觉、唇读和提示。18名受试者通过使用提示语接受了至少4年的教育。向受试者展示了专门设计的言语测试（句子中的音节和关键词），这些测试已录制在彩色录像带上，他们以书面形式做出回应。在唇读加提示以及听觉、唇读加提示的情况下，句子材料中关键词的言语接受分数超过95%，音节的言语接受分数超过80%。此前尚未报道过此类儿童在言语接受方面有如此高的准确率。受试者还展示了在句子材料中使用听觉的能力，无论是与唇读还是与提示相结合，尽管在这些条件下个体差异很大。唇读加听觉条件下的言语接受能力与言语产出分数高度相关，而语言成就与通过提示语的接受相关。讨论了这些发现对听觉康复领域的意义。
