In comparing
TC, Oral, CS, and Hearing students in reading achievement as measured
on the SAT, there was no statistical difference in achievement between
hearing students and the profoundly deaf users of CS. Among those
with a less-severe loss (85-100 dB), no communication group achieved
equivalent to hearing students. These cuers may have received less
exposure to CS.
- Wandel, Jean E. (1989) "Use of Internal Speech in Reading
by Hearing and Hearing Impaired Students in Oral, Total Communication,
and Cued Speech Programs." Doctoral dissertation, Teacher's
College, Columbia University, New York.
CS develops, in a deaf child, an internal phonological
model of the spoken language that can prime the whole process of
reading acquisition.
- Alegria, J., Dejean, C., Capouillez, J. M., & Leybaert,
J. (1989, May) "Role Played by the Cued Speech in the Identification
of Written Words Encountered for the First Time by Deaf Children."
Presented at the annual meeting of the Belgian Psychological Society,
Louvain-la-Neuve. (Reprinted in the Cued Speech Journal, 4, 1990).
CS improves reading and this paper analyzes how and why it
does.
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