Cued Articulation - Consonants and Vowels

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Go to the beach or lake. Build castles in the sand and how wet sand is easier to work with when building. Talk about how the waves come and go and wash away the castles at night. Over the years I’ve taught many people Cued Speech and I’ve always found that when people leave class, or cue camp or wherever they have learned cueing, that they need several things to get started using CS successfully. I’ve seen people fail miserably, mostly because they don’t use it; and I’ve seen families be tremendously successful. Ensure your child is face watching when an adult says a word as this will ensure they can see how the sound and words are formed Talk about or name unusual objects you might take for granted – the fire hydrant, the sewer cover, a parking meter. Talk about what they are used for. Nielsen, Diane Corcoran; Luetke-Stahlman, Barbara (2002). "Phonological Awareness: One Key to the Reading Proficiency of Deaf Children". American Annals of the Deaf. 147 (3): 11–19. ISSN 0002-726X. JSTOR 44390352.

Cued speech does indeed achieve its goal of distinguishing phonemes received by the learner, but there is some question of whether it is as helpful to expression as it is to reception. An article by Jacqueline Leybaert and Jesús Alegría discusses how children who are introduced to cued speech before the age of one are up-to-speed with their hearing peers on receptive vocabulary, though expressive vocabulary lags behind. [9] The writers suggest additional and separate training to teach oral expression if such is desired, but more importantly this reflects the nature of cued speech; to adapt children who are deaf and hard-of-hearing to a hearing world, as such discontinuities of expression and reception are not as commonly found for children with a hearing loss who are learning sign language. [9]

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I use it when teaching a sound and it is also great to help with generalisation as well. If the child forgets their target sound you can say the word and sign their sound, which often makes them have another try at the word! The shape and position of the hand indicates the lip and tongue positions i.e. where in the mouth the sound is made. 2. Manner – how a sound is made Talking Point gives parents/carers and practitioners the information they need to help children develop their speech, language and communication skills.

Voice: You can have either a voiced or voiceless sound. This depends on whether the voice box is turned on or not. So a ‘p’ sound is voiceless where as ‘b’ is a voiced sound. Both ‘p’ and ‘b’ are made in the same way using the lips, the only difference between them is the voicing. This is represented by using 1 finger for the voiceless sounds and 2 for the voiced sounds. Depending on the length of time you make available topics covered can include: The history of Cued Speech, an overview of how it works, CS in the context of other communication methods, using CS to support literacy learning, using CS and BSL, basic cueing skills and the current offer from CS UK for families and professionals. Our team of workshop providers are always happy to answer questions and lively discussion is welcomed. • Learning to Cue WorkshopsThough to a hearing person, cued speech may look similar to signing, it is not a sign language; nor is it a Manually Coded Sign System for a spoken language. Rather, it is a manual modality of communication for representing any language at the phonological level ( phonetics). The hand movements are logical – each hand movement represents one sound and the cue gives clues as to how and where the sound is produced. Colour coding is also used to indicate the consonant sounds represented by the written letters. We offer FREE online sessions – from a twenty minute overview to an hour and a half presentation. Why not invite us into your team meeting? By the end of this training you will be able to apply your understanding of howto cue to any word you wish.

Jane Passy devised the cues while working as a Speech Pathologist with a group of children with severe speech and language problems. These children had problems in auditory recall and needed a visual aid to learning. Teachers found that using the cues not only helped the children with difficulties, but it also raised the sound awareness skills of everyone in the class. Jane developed the system to include 26 consonants and 23 vowel cues. The hand signs are easy to learn and are made at the same time as the sound is said. This way your child sees the sound at the same time as hearing it. Specific Disabilities/Conditions - This Category contains resources on helping learners with difficulties with speech and language needs. Here, we have resources that aid students with ADHD, Dyslexia, Autism and other conditions to develop their speech and language skills effectively.Talk about emotions and how things feel. If your child is angry or sad or happy, give him or her the words to say it.