- Oxford Library of Psychology
- The Oxford Handbook of Deaf Studies in Language
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- It Seems Like Only Yesterday …
- Foundations for Language Development in Deaf Children and the Consequences for Communication Choices
- Rethinking Total Communication: Looking Back, Moving Forward
- From Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language
- The Role of Language in Deaf and Hard-of-Hearing Children’s Social-Emotional Development
- Perception of the Prosodic Characteristics of Spoken Language by Individuals With Hearing Loss
- The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children With Hearing Loss
- Grammatical Competence After Early Cochlear Implantation
- Spoken Vocabulary Development in Deaf Children With and Without Cochlear Implants
- Fingerspelling: Beyond Handshape Sequences
- Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and Interventions
- Bimodal Bilingualism: Sign Language and Spoken Language
- Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study
- Acquisition of Sign Language as a Second Language
- Teaching English as a Second Language to Deaf and Hard-of-Hearing Students
- A Biolinguistic Approach to Sign Languages
- Neurocognitive Function in Deaf Children With Cochlear Implants: Early Development and Long-Term Outcomes
- Neurolinguistic Studies of Sign Language Bilingualism
- What the Illiterate Brain Tells the Deaf Brain
- New Directions in Signed Language Assessment
- Investigating Sign Language Development, Delay, and Disorder in Deaf Children
- Language and Communication in People Who Are Deafblind
- Dyslexia and Deafness
- Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading
- Encouraging Emergent Reading in Deaf and Hard-of-Hearing Children
- Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners
- The Impact of Cochlear Implants on Deaf Children’s Literacy
- Scaffolding Learning Through Classroom Talk: The Role of Translanguaging
- Understanding Language in the Real World
- Index
Abstract and Keywords
Prosodic features play a very important role in the process of understanding speech and therefore they are essential in the communication process. Studies on the perception of prosodic features by individuals with sensory neural hearing loss (HL) who use various kinds of sensory aids demonstrate that although these features are relatively easier to perceive in comparison to many segmental features, many individuals with severe and profound HL experience difficulties in perceiving them. This chapter presents research in the area of perception of prosodic features, both linguistic and paralinguistic, by children and adults with HL. It addresses the effects of auditory exposure and learning on the perception of prosody, with special attention to effects from use of various kinds of sensory aids, including hearing aids (HA) cochlear implants (CI), and bimodal stimulation (CI on one ear and HA on the contralateral ear) compared to CI or HA only.
Keywords: speech perception, prosodic features, emotions, suprasegmental features, hearing loss, cochlear implants
Tova Most School of Education and the Department of Communication Disorders Tel-Aviv University Tel-Aviv, Israel
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- Oxford Library of Psychology
- The Oxford Handbook of Deaf Studies in Language
- Oxford Library of Psychology
- About the Editors
- Contributors
- Preface
- It Seems Like Only Yesterday …
- Foundations for Language Development in Deaf Children and the Consequences for Communication Choices
- Rethinking Total Communication: Looking Back, Moving Forward
- From Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language
- The Role of Language in Deaf and Hard-of-Hearing Children’s Social-Emotional Development
- Perception of the Prosodic Characteristics of Spoken Language by Individuals With Hearing Loss
- The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children With Hearing Loss
- Grammatical Competence After Early Cochlear Implantation
- Spoken Vocabulary Development in Deaf Children With and Without Cochlear Implants
- Fingerspelling: Beyond Handshape Sequences
- Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and Interventions
- Bimodal Bilingualism: Sign Language and Spoken Language
- Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study
- Acquisition of Sign Language as a Second Language
- Teaching English as a Second Language to Deaf and Hard-of-Hearing Students
- A Biolinguistic Approach to Sign Languages
- Neurocognitive Function in Deaf Children With Cochlear Implants: Early Development and Long-Term Outcomes
- Neurolinguistic Studies of Sign Language Bilingualism
- What the Illiterate Brain Tells the Deaf Brain
- New Directions in Signed Language Assessment
- Investigating Sign Language Development, Delay, and Disorder in Deaf Children
- Language and Communication in People Who Are Deafblind
- Dyslexia and Deafness
- Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading
- Encouraging Emergent Reading in Deaf and Hard-of-Hearing Children
- Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners
- The Impact of Cochlear Implants on Deaf Children’s Literacy
- Scaffolding Learning Through Classroom Talk: The Role of Translanguaging
- Understanding Language in the Real World
- Index
