dc.contributor | Nikolić Snežana | |
dc.contributor | Nikić Radmila | |
dc.contributor | Ilanković Vera | |
dc.creator | Isaković, Ljubica | |
dc.creator | Kovačević, Tamara | |
dc.creator | Dimić, Nadežda | |
dc.date.accessioned | 2021-06-17T13:25:29Z | |
dc.date.available | 2021-06-17T13:25:29Z | |
dc.date.issued | 2016 | |
dc.identifier.isbn | 978-86-6203-086-3 | |
dc.identifier.isbn | 978-86-6203-086-3 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/2555 | |
dc.description.abstract | Pedagogical and educational work with deaf and hard of hearing children is
characterized by the application and teaching of lip-reading. Speech is acquired
spontaneously by listening. In the absence of auditory stimuli, deaf and hard of hearing
children follow carefully the movements of the lips of a person who speaks. Thus, visible
images of the movements of speech organs which take part in the articulation are
created. Visual perception of speech does not only involve recognition of each individual
sound, but it is also important that a child should perceive the information as a whole and
understand its meaning.
The aim of our research was to establish the level of success in lip-reading separate
terms and sentences with deaf and hard of hearing preschool children.
We examined the success in lip-reading within the following areas: body parts,
domestic and wild animals and clothes and shoes. Moreover, we examined the acquisition
of first adjectives, verbs and pronouns which children at this age should have learnt as
well as the success in lip-reading sentences (which related to the story “the Gigantic
Turnip“), which we checked though pictures.
The sample comprised 15 preschool children who attend preschool groups at schools
in Belgrade.
The results obtained show that the terms within the area of body parts are best lipread,
while the poorest results were achieved in lip-reading terms relating to clothes
and shoes. The terms which are more frequent, which are used more and which the
children have had some experience with are better lip-read although they are less legible
by the structure of sounds. The significance of early knowledge of signs facilitates the
acquisition of terms as well as lip-reading. A lot of children responded to the spoken
term with an adequate sign and showed a higher level of understanding of what was
spoken than the children who did not use a sign (a gesture). In lip-reading sentences, the
children perceived the length of sentences and recognized individual terms, while they
gave adequate responses from the context of pictures. | |
dc.language | en | |
dc.publisher | University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. | |
dc.subject | lip-reading | |
dc.subject | visibility (legibility) of sounds | |
dc.subject | deaf and hard of hearing
children | |
dc.subject | preschool age | |
dc.title | Lip reading with deaf and hard of hearing preschool children | en |
dc.type | conferenceObject | |
dc.rights.license | BY-SA | |
dc.citation.epage | 207 | |
dc.citation.other | : 195-207 | |
dc.citation.rank | M14 | |
dc.citation.spage | 195 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/6276/Untitled14.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_2555 | |
dc.type.version | publishedVersion | |