Lonka E
Department of Phonetics, University of Helsinki, Finland.
Scand Audiol. 1995;24(3):193-8. doi: 10.3109/01050399509047534.
The effects of speechreading instruction were studied using a structurally planned training programme in two types of situations: in a face-to-face situation and by using videotapes viewed at home. Instruction was given only visually. Three speechreading tests were selected to monitor the efficacy of training: CID sentences. Helen questions and the tracking method. Two of the tests (CID and Helen) showed significant improvement in all three groups training speechreading. The tracking method, however, did not prove to be a reliable method for assessing the performance of a large group of subjects. The performances of the face-to-face groups and the video group did not differ significantly. The present study showed that training speechreading is advantageous and confirmed the effectiveness of tutored self-instruction at home.
使用结构化规划的训练方案，在两种情境下研究了唇读指导的效果：面对面情境和在家观看录像带的情境。指导仅通过视觉方式进行。选择了三项唇读测试来监测训练效果：CID句子、海伦问题和追踪法。其中两项测试（CID和海伦）显示，所有三组唇读训练组均有显著改善。然而，追踪法并未被证明是评估一大群受试者表现的可靠方法。面对面组和视频组的表现没有显著差异。本研究表明，唇读训练是有益的，并证实了在家进行辅导式自我指导的有效性。
