ALCB 400B: LIP-READING: VOWELS
Foothill College Course Outline of Record
|Hours:||24 lecture per quarter (24 total per quarter)|
|Degree & Credit Status:||Non-Degree-Applicable Non-Credit Course|
|Grade Type:||Non-Credit Course (Receives no Grade)|
Student Learning Outcomes
- Student will be able to demonstrate ability to focus on one person's speech, ignoring background noise
- Student will be able to demonstrate some ability to follow conversations and discussions using auditory and visual cues derived from a speaker's production of vowel sounds
The student will be able to:
A. visibly identify and discriminate vowel sounds in English
B. demonstrate some ability to follow conversations and discussions using auditory and visual cues derived from a speaker's production of vowel sounds
C. demonstrate ability to focus on one person's speech, ignoring background noise
D. communicate receptively using, as part of a message, relatively visible vowels and consonants as verbal/non-verbal cues
E. utilize coping skills and technology for dealing with hearing loss
A. Hearing Loss
1. Coping skills and adapting the environment to optimize communication, small venue and conversational listening devices
2. Social problems related to hearing loss
3. Reasonable expectations for hearing aids and new or advanced features of hearing aids
4. Descriptions/identifications of visible aspect of speech production
B. Lip-Reading voiced and unvoiced
1. Words in context, utilizing contextual cues
2. Words in isolation
3. Easily visible vowels and discrimination of vowel sounds and the cues related to their production that increase probability of understanding
4. Verbal and non-verbal cues
5. Auditory cues
Special Facilities and/or Equipment
Method(s) of Evaluation
A. Instructor observation of ability to reflect course material
B. Participation in all classroom activities
C. Post-test on last day of quarter
Method(s) of Instruction
Lecture, discussions, demonstrations. During periods of instruction the student will be participating in discussions, learning and practicing lip-reading techniques, presenting lip-reading materials for others to lip-read, listening to lectures on topics related to hearing loss and lip-reading.
Representative Text(s) and Other Materials
Dugan, Marcia B. Hearing Loss. Washington, D.C.: Gallaudet University Press, 2003.
Sisson, Melanie, AU.D. "The Audiogram Explained, At Last!" Hearing Health Foundation. http://www.drf.org/magazine/39/Spring+2010+Issue/article/318
Jeffers, J. and M. Barley. Speechreading (Lipreading). Springfield, Illinois: Charles C. Thomas Press, 1980.
Although these texts are older than the suggested "5 years or newer standard," these are seminal texts for teaching lip-reading and speechreading.
Selected articles, websites and other reference materials as assigned by instructor.
Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments
Students are expected to write language samples of sentence-length or longer in standard conversational English to illustrate various aspects of lip-reading and lip-reading challenges. They are expected to read various articles and books, and view videos pertaining to subject matter covered in class. Outside of class they are expected to practice speechreading (lip-reading) using materials distributed in class, dedicated practice times with friends and family, as well as using video and online materials.