external sound processor (A) and coil (B) and an internal implant (C) Group 2 Lip Reading Many factors influence the success of lip reading. 1. Mood of speaker can be detected. This helps the person who is hearing impaired understand the meaning of and have the children guess the emotion of the speaker. conversation. “Mouth” sentence Example: using appropriate facial the make me so angry when expressions, “mouth” sentence, “You you hit your sister!” 2. Initial word sound gives information. It is important to know the first sound or letter of a word. If you miss that, you know the word. People who lip read must try to understand the beginning won’t letter of each word. Mouth a few consonant sounds. One at a Let the children time, “p”, “b”, “m”,”l”. try to identify the letters. 3. It is difficult to lip-read when lip movement is similar for several words. Silently mouth words as examples to children. Words that are fairly easy to differentiate: Man-slam Boy-toy Pat-cat Words that are more difficult for the lip reader: Kick-lick Stay-lay Quick-quiet All of these factors make it difficult to gather information in a running conversation. Other problems occur when the speaker turns his head, talks very quickly, or moves his hand in front of his mouth. Example: give a voiceless 2 or 3 sentence dialogue on any subject. While talking, turn your head, itch your nose, talk quickly and move your head up and down.
external sound processor (A) and coil (B) and an internal implant (C) Group 2 Lip Reading Many factors influence the success of lip reading. 1. Mood of speaker can be detected. This helps the person who is hearing impaired understand the meaning of conversation. “Mouth” sentence and have the children guess the emotion of the speaker. Example: using appropriate facial expressions, “mouth” the sentence, “You make me so angry when you hit your sister!” 2. Initial word sound gives information. It is important to know the first sound or letter of a word. If you miss that, you won’t know the word. People who lip read must try to understand the beginning letter of each word. Mouth a few consonant sounds. One at a time, “p”, “b”, “m”,”l”. Let the children try to identify the letters. 3. It is difficult to lip-read when lip movement is similar for several words. Silently mouth words as examples to children. Words that are fairly easy to differentiate: Man-slam Boy-toy Pat-cat Words that are more difficult for the lip reader: Kick-lick Stay-lay Quick-quiet All of these factors make it difficult to gather information in a running conversation. Other problems occur when the speaker turns his head, talks very quickly, or moves his hand in front of his mouth. Example: give a voiceless 2 or 3 sentence dialogue on any subject. While talking, turn your head, itch your nose, talk quickly and move your head up and down.
everybody-counts-2nd-grade-curriculum2016.docx