About The Book
For speech and hearing professionals interested in natural language acquisition, the development of reading, and academic achievement of deaf and hard of hearing children this book provides a multi-disciplinary perspective on the research and practical applications of cued speech and cued language. It is also appropriate as a textbook for graduate courses in deaf education programs as well as libraries of schools serving deaf children across the country. Theoretically and empirically based, this book is a vital source of information to any advocate, professional, or parent of a deaf child.
Readers of this book will learn that cueing has moved far beyond Cornett’s 1966 invention of Cued Speech. This is true in terms of its use (by whom, how, and for what purposes); its status as a means of first-order language transmission; and cross-disciplinary contributions to numerous other fields of study, including: linguistics, psycholinguistics, cognition, speech science, hearing science, reading, and deaf education. Our understanding of visual language and communication has been enhanced by the inclusion of Cued Speech in academic dialogues by highlighting the similarities and differences among spoken, signed, and cued language. The book also covers the latest computer-generated aids to communication, which are either being developed for use with Cued Speech or were conceived because of Cued Speech. The expanding role of Cued Speech in the lives of hearing and deaf individuals (e.g., developmental, social, academic) is also discussed. Finally, readers of this book will understand how the case of Cued Speech lends further support to the notion that children, regardless of hearing status, have an irrepressible predisposition to acquire language, whether signed, spoken, or cued, whether alphabetic or tonal.
About The Authors
Dr. LaSasso is a Professor in the Department of Hearing, Speech, and Language Sciences at Gallaudet University in Washington D.C. She is affiliated with the Science of Learning Center on Visual Language and Visual Literacy (VL2) at Gallaudet University and the Center for the Study of Learning at Georgetown University which employs fMRI and behavioral methods to examine language and cognition of deaf individuals from oral, signing, and cueing backgrounds. She has served as President of the Special Interest Group in Reading and Deafness for the International Reading Association and has published extensively in the areas of phonological abilities, vocabulary, reading comprehension, and test-taking abilities of deaf children and youth. Dr. LaSasso has directed diagnostic reading clinics for more than 400 deaf and hard of hearing children and their parents from ASL, MCE signing, oral, and Cued Speech backgrounds in Washington D.C., Connecticut, and North Carolina. Dr. LaSasso currently mentors Ph.D. students, guides dissertation research, teaches Ph.D. seminars, and directs federal personnel preparation grants from the U.S. Department of Education.
Kelly Lamar Crain, PhD, is an Assistant Professor of Aural Habilitation: Deaf Education at the University of South Florida, Tampa. Dr. Crain earned a bachelor’s degree in Audiology & Speech-Language Pathology from the University of Southern Mississippi, and master’s and doctoral degrees in Deaf Education from Gallaudet University. He became interested in Cued Speech while studying at Gallaudet and completed his doctoral dissertation on the effects of cueing on deaf readers’ phonological awareness. Dr. Crain is also a licensed and certified teacher of students who are deaf and hard of hearing, a qualified educational interpreter, and a certified Cued Speech instructor.
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