Psychology Literature Analysis on Lipreading/Speech Reading

 

This is focused on the lipreading and speech reading of deaf students in school. Begin with the history of oralism, how speechreading got started and what exactly is it; then narrow it into its effectiveness of it. I included a brief personal story about oralism in my life in the word document. Also, the word document has some possible websites that you can use for research. I included some PDFs that might help with the research.

Sharing with you my personal story:

I was born hearing till at age 18 months old, I had spinal meningitis that destroyed my ear nerves. I became profoundly deaf. My parents decided to place me in private oral school at a very young age for two years. They realized I did not develop any kind of language, so they took me out and placed me in mainstream program with an interpreter in the first grade. They requested me to work with a speech therapist, from elementary all the way to high school. It would be two to three times a week for about 30 to 50 minutes depending on my schedule to meet with the speech therapist. I learned how to lipread sometime in middle school and it benefitted me most of the time. I was able to interact with hearing peers using short conversations or if they had questions, I would reply in short answers using my voices. I was not (and still am not) comfortable speaking in long sentences.

At the same time, growing up I learned how to use sign language so both of those skills benefit me greatly. When I’m in the hearing world, I can lipread if they are directly looking at me. In the deaf world, I can communicate with other deaf people in sign language. I am grateful that my parents strongly encouraged me to take speech therapy to help make my life a little bit more easier in the hearing world.

I am aware that lipreading might not be for everybody, it depends on how dedicated that person is to be willing to learn how to lipreading and use voice to communicate with hearing people