The student will be able to:
A. Demonstrate speechreading: full face and side view.
B. Demonstrate speechreading: visible sounds.
C. Implement contextual cues to increase speechreading of invisible speech sounds.
D. Implement assertive techniques to ease communication obstacles caused by speaker habits and environment.
E. Request and utilize assistive listening devices when needed in public venues, classes, group conversation, etc.

A. Lip-reading/speechreading
1. Receptive speechreading full face and varied side views and distances, varied materials
2. Receptive speechreading using contextual cues, varied speakers and spoken materials
3. Receptive speechreading using environmental cues; varied speakers, running discourse or extended conversation
B. Hearing loss
1. Coping techniques involving interpersonal interaction: (e.g., suggestions to make to help a speaker be more understandable)
2. Coping techniques involving assistive technology and hearing aids (e.g., asking for assistive listening device at theater or asking for preferred seating)
3. Occasional discussion of new technology and developments in hearing, hearing loss and other pertinent topics

Student practice and demonstrations of speechreading technique, with instructor observations and feedback from both instructor and other students for improving proficiency: a variety of practical situations will be simulated.

A. Achievement of course objectives as reflected on Student Educational Contract
B. Instructor observation of ability to reflect course material
C. Participation in all classroom activities

During periods of instruction the student will be watching and interpreting other students as they model speechreading materials, usually paragraphs from contemporary novels and other sources;
the student will be modeling speechreading materials in a manner consistent with optimizing communication for a hard of hearing listener; the student will be listening to lectures and discussions pertinent to the topics of speechreading, hearing loss, listening in challenging environments, managing speakers in conversation and group settings to maximize understanding by hard of hearing listeners. Students will engage in frequent group discussions in a book-group style, for the purpose of highlighting different aspects of lip-reading challenges.

Carter, Betty Woerner. I Can't Hear You in the Dark: How to Learn and Teach Lipreading. Springfield, IL: Charles C. Thomas Publisher, 1998.
Kaplan, H., C. Garretson, and S. Bally. Speechreading: A Way to Improve Understanding. Washington, DC: Gallaudet University Press, 1985.
Scharper, Diane, and Phillip Scharper. Reading Lips and Other Ways to Overcome a Disability. Loyola University of Maryland, Baltimore, MD: Apprentice House, 2009.
Although these texts are older than the suggested "5 years or newer standard," these are seminal texts for teaching lip-reading and speechreading.
Other assigned readings may include:
Journals, such as On the Level, the Quarterly Newsletter of the Vestibular Disorders Association, and journal of Hearing Loss Association of America, Hearing Loss Magazine.
 

A. Watch television programs with favorite "talking heads," such as news reports and interviews, with volume turned off or very low to practice lip-reading/speechreading in a rapid and challenging listening situation.
B. Create video recordings of favorite news and interview television programs so as to allow the recordings to be watched in silence, played back with sound and then watched in silence again.
C. Using a newspaper or magazine, read to oneself or in a mirror read by a partner to observe the production of certain speech sounds.
D. Practice speechreading with friends and family members several times during the week for the purpose of learning individual characteristics of their appearance while uttering various speech sounds.