The effect of Cued Speech on Improving the reading accuracy and comprehension of the late diagnosed first grade deaf students

Document Type : Original article

Authors

1 Department of Psychology and Education of Exceptional Children, Pediatric Neurorehabilitation Research Center, University of Social Welfare Rehabilitation, Tehran, Iran

2 Associate Professor, Pediatric Neurorehabilitation Research Center, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.

3 Assistant Professor, Department of Speech Therapy, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

4 Assistant Professor, Department of Social Welfare, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

Abstract

Background and Aims: Hearing sensation is necessary for a child to acquire speech and language. Reading is one of the essential skills, one should acquire in childhood. Previous studies have shown that deaf children have lower reading skills as compared with hearing children. The present study aimed to investigate the effect of Cued Speech on improving the reading skills of the late diagnosed first grade deaf students in elementary schools.
 
Material and Methods: In this quasi-experimental study,19 deaf children (with profound hearing loss) were our experimental group and 9 hearing children were our control group. The deaf samples were late diagnosed and had low language skills and all were using hearing aids. For data collection we used The Persian Diagnostic Reading Test as pre-test and post-test. First, the baseline data was collected. Then, the experimental group received 30 Cued Speech training sessions, each lasting 45 minutes. Data was analyzed using repeated measures with SPSS version 22.
Results: The findings showed that Cued Speech had a positive effect on the reading  accuracy (p=0.01)and reading comprehension (p=0.096).
Conclusion: According to the results, Cued Speech can help deaf students to improve their reading skills. This was important because in late diagnosed deaf children with low levels of language skills, reading skills are often a very challenging issue which needs to be considered.

Keywords

Main Subjects

References

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The Scientific Journal of Rehabilitation Medicine
Volume 8, Issue 2
July 2019
Pages 80-85

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History

  • Receive Date: 04 May 2018
  • Revise Date: 02 September 2018
  • Accept Date: 20 September 2018
  • First Publish Date: 22 June 2019

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