Academic Catalog


Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 0
Hours: 24 lecture per quarter (24 total per quarter)
Degree & Credit Status: Non-Degree-Applicable Non-Credit Course
Foothill GE: Non-GE
Transferable: None
Grade Type: Non-Credit Course (Receives no Grade)
Repeatability: Unlimited Repeatability

Student Learning Outcomes

  • Student will be able to identify two visemes produced by using the back of the tongue.
  • Student will be able to identify two visemes produced by using the back of the tongue.


Designed for adults with acquired, congenital or progressive hearing impairment or who have difficulty hearing in adverse listening conditions. Includes the least visible consonant sounds and blends of consonant sounds in the English language and contrasting the appearance of production of different consonant sounds by the oral structures, including cues from behind the lips, teeth and face of the speaker. Aspects of hearing and the auditory range of vowel, consonants and music will be discussed. Assistive listening devices for television, adaptive telephones and assistive devices for hard of hearing, such as special alarms and emergency procedures, technology for going to the movies will be discussed along with special features of hearing aids (e.g., variable digital settings, restaurant programs, t-coils, music programs). Practical experience in lip-reading and using adaptive equipment both in and out of class. Speech reading difficult-to-see vowels, consonants and blends.

Course Objectives

The student will be able to:
A. increase the probability of being able to identify and/or discriminate difficult-to-distinguish consonant and vowel sounds of English, as well as consonant blends (e.g., /k/, /i/ as in "kick", /bl/ as in "black", etc.)
B. demonstrate improved ability to follow conversations, presentations and discussions using auditory and visual cues
C. demonstrate improved ability to focus on one person's speech, ignoring background noise
D. communicate receptively using vowels, consonants and consonant blends with low visibility as verbal/non-verbal cues,and predicting the presence of non-/less-visible speech sounds
E. utilize coping skills and personal technology for dealing with the repercussions of hearing loss in daily living

Course Content

This class includes lecture/discussions/labs of all or part of these areas:
A. Hearing Loss
1. Coping skills and adapting the environment to optimize communication, television, telephone, alerting and alarm devices, service dogs, CART
2. Social problems related to hearing loss (lecture/discussion)
3. Reasonable expectations for hearing aids and new and advanced features of hearing aids (lecture/discussion)
4. Descriptions of speech process as it affects efforts at speech reading
B. Lip-Reading
1. Words in context, utilizing contextual cues
2. Words in isolation
3. Difficult-to-see vowels and consonants, their production and the cues related to their production that increase probability of understanding
4. Verbal and non-verbal cues
5. Auditory cues

Lab Content

Student practice in lip-reading techniques with instructor or other students in class, with instructor observations and feedback/corrections for improvement of proficiency.

Special Facilities and/or Equipment

Accessible, mostly quiet classroom with assistive listening devices or captioning as needed, adequate lighting, whiteboard or blackboard, electrical outlet and screen or wall for projected or video materials.

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

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 and watching lectures or watching media on topics related to hearing, hearing loss and lip-reading.

Representative Text(s) and Other Materials

Dugan, Marcia B. Hearing Loss. Washington, DC: Gallaudet University Press, 2003.
Jeffers, J., and M. Barley. Speechreading (Lipreading). Springfield, IL: Charles C. Thomas Press, 1980.
Mayo Clinic, Audiological Testing Services:
Johns Hopkins, Understanding Your Audiogram:,UnderstandingYourAudiogram
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 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. Students are encouraged to find examples of information from the media about new developments/research pertinent to hearing loss to share in class.


Deaf and Hearing Impaired: Disabled Students Programs and Services