Teaching vowels to profoundly hearing-impaired speakers using glossometry.
Teaching vowels to profoundly hearing-impaired speakers using glossometry.
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使用舌测法向严重听力受损的人教授元音。
DOI：
10.1044/jshr.3404.943
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发表时间：
1991
期刊：
影响因子：
--
通讯作者：
Critz-Crosby,P
中科院分区：
文献类型：
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作者：
Fletcher,SG;Dagenais,PA;Critz-Crosby,P
采用词汇测量法对6名重度听障儿童进行了四点元音（/i，æu，a/）的教学。在治疗前，所有受试者在元音产生过程中都表现出集中的舌头位置。在3到4周的时间内，经过15到20次50分钟的训练后，所有受试者都表现出元音的舌头姿势更加多样化，特别是在舌头高度方面。治疗后的认知能力普遍较好。训练结果表明，视觉呈现的模型和舌头位置的反馈，可以促进更合适的舌头姿势，提高元音可懂度的听障人士。
Glossometry was used to teach the four point vowels (/i, æu,a/) to 6 profoundly hearing-impaired children. Prior to treatment, all subjects evidenced centralized tongue positions during vowel productions. After 15 to 20 fifty-minute training sessions over 3- to 4-week time periods, all subjects showed greater diversification of tongue postures for the vowels, especially in tongue height. Listener identifications were generally better after therapy. The training results suggested that visually presented models and feedback of tongue positions can facilitate more appropriate tongue postures and improve vowel intelligibility by hearing-impaired speakers.