Division on Visual Impairments

VIDBE-Q 65.3 Summer 2020

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

Issue link: http://dvi.uberflip.com/i/1277417

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Page 41 of 65

VIDBE-Q Volume 65 Issue 3 Speech Sound Development and Visual Impairments Visual input is important when children are developing speech sound production skills. Young sighted children intuitively access visual input to help them develop speech sound perception skills and subsequent speech sound imitation skills (Hunnius & Geuze, 2004; Lewkowicz & Hansen-Tift, 2012; Wills, 1979). Visual cues provide visible information about how to shape the speech movements of the mouth to complement the auditory signal. Miller and Nicely (1955) noted that during the developmental period when young children acquire speech sound production, from birth through about age eight (Sander, 1972), children's accuracy of speech sound production is supported by visual cues. A number of studies have demonstrated that receiving visual cues enhances a speaker's production of intelligible speech (Jesse et al., 2000; Massaro & Bosseler, 2003) and enhances the precision of speech and in the variety of speech sounds that can be produced (Menard et al., 2009). Listeners can more effectively identify speech sounds when they receive redundant visual and auditory cues (Menard et al., 2009), and these cues help speakers produce sounds more accurately. The nature of speech sound production deficits in children with VI is an area of ongoing research. Researchers have not yet adequately specified the prevalence of speech delay in this population or evidence-based assessment and treatment methods to promote communicative development. Not only are the reasons that

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