National Cued Speech Association

NCSA Cueing Service Award for Research

Cueing Service Award is given for research or support above and beyond the call of duty to families and youth that are deaf and hard of hearing and use Cued Speech. Presented on July 22, 2006

Dr. Jesus Alegria Dr. Jesus Alegria received his Ph.D. in Psychology from the Free University of Brussels in 1975. He now teaches and carries out research at the Laboratory of Experimental Psychology at the same university. Based on his research expertise in psycholinguistics and language acquisition, he has (among other things) developed a research program focusing on Cued Speech. In collaboration with Jacqueline Leybaert and others, he has published many research papers on deafness and language acquisition showing how Cued Speech enables normal language development.
Dr. Daniel Koo Dr. Daniel Koo learned to cue when he was in fifth grade while attending public school in Montgomery County, Maryland. Born profoundly deaf, Dr. Koo earned a B.A. in English and Sociology from the University of Maryland, College Park, 1994; an M.A. in linguistics from Gallaudet University in 1997; and both an MA and a Ph.D. in 2002 and 2003, respectively, in Brain and Cognitive Sciences from the University of Rochester. Dr. Koo’s dissertation is on the nature of phonological representations in deaf native cuers of English. He is a post-doctoral fellow sponsored by the National Institute of Child Health and Human Development. Recently, he won the Ruth Kirschstein National Research Service Award for post-doctoral fellows from the National Institute of Deafness and Communication Disorders.
Dr. Koo is interested in how the visual language-learning experience of deaf individuals shapes their linguistic representations and processes. Of particular interest is Cued American English (CAE) whose phonology derives from spoken English, yet its users communicate through the use of manual articulators and vision. Currently, Dr. Koo is using fMRI technology to explore the neural basis of reading in deaf individuals raised with different communication backgrounds (i.e. American Sign Language and CAE). Dr. Koo’s published research includes “Functional neuroanatomy of single word reading in deaf signers,” and “Object identification and location processing in deaf signers: An fMRI study,” both written with J.M. Maisog, Kelly Crain, J. Weisberg, and G. F. Eden. Carol LaSasso as also a co-author in the first article.
Dr. Carol LaSassoDr. Carol LaSasso received her Ph.D. in education from the University of Maryland in 1968. She joined the Gallaudet Faculty in 1969 and is currently Professor and Ph.D. Program Director in Department of Hearing, Speech, and Language Sciences at Gallaudet. After many years of teaching reading methods courses to teachers of the deaf and supervising student teachers of deaf students, Dr. LaSasso became convinced that Cued Speech was the most effective method of language acquisition for deaf children. In 1998, she and Melanie Metzger published an influential article providing theoretical support for the cueing of English versus the signing of English in the Journal of Deaf Studies and Deaf Education (JDSDE). That article was one of two articles recently selected by the JDSDE editors for inclusion in a 100 year Oxford University Press commemorative work comprised of articles from the different journals published by Oxford University Press. Dr. LaSasso is now collaborating with Dr. Jacqueline Leybaert and Dr. Kelly Crain on a book on applications of Cued Speech for English language acquisition, reading, and academic instruction to be published by Oxford University Press.
Dr. Jacqueline LaybaertDr. Jacqueline Leybaert received a Ph.D. in psychology from the Free University of Brussels in 1987. She now teaches and carries out research in experimental psychology and education at the same university. Her areas of research include cognitive development in children suffering deafness or dysphasia; reading and writing, including dyslexia; and the acquisition of numerical and calculating skills in normal and handicapped children. Among her extensive publications are many journal articles and book chapters on Cued Speech. With Carol La Sasso and Kelly Crain, she is now writing a book entitled Cued Speech, Language and Literacy in Deaf Children, to be published by Oxford University Press.
Dr. Olivier Périer is a physician and the father of two deaf children. He was a professor and director of the neuro-anatomy laboratory at the Free University of Brussels. His research focused on changes in cerebral functioning associated with hearing deficiencies as well as on cued speech, which he began to study in1980 in conjunction with the experimental psychology laboratory at the Free University of Brussels. In 1968, he founded in Brussels the Ecole Intégrée, a special school for deaf children, and the center “Comprendre et Parler,” which currently educates 300 deaf and hearing-impaired children. Internationally known for his work on deafness, he was invited to join a UNESCO working group on deaf education in developing countries. He retired in 1998 after devoting 40 years of professional activity to deaf children and their families.
Dr. Santiago Torres Dr. Santiago Torres received a Ph.D. in Psychology from the University of Murcia (Spain) in 1987. As part of his doctoral dissertation Santiago Torres adapted Cued Speech into Spanish (La Palabra Complementada, LPC). He now teaches and carries out research in experimental psychology at the University of Málaga, where he has created the MOC Lab, a research center specially dedicated to investigate about Cued Speech and its effect in several areas: language acquisition, development of reading abilities, phonological and working memory abilities of deaf students, etc. The MOC lab has been crucial for the promotion of Cued Speech in Spain. Currently, Santiago Torres works in the creation of a large longitudinal corpus of the acquisition of Spanish by a child exposed to LPC. A paper describing the first results will appear in the Journal of Deaf Studies and Deaf Education.
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