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An RIT/NTID Center of Excellence for Students Who are Deaf and Hard of Hearing

Does Simultaneous Communication Facilitate Language Comprehension for Students with Cochlear Implants

It has been suggested that simultaneous communication (or ‘signed-supported speech’ outside of the US) might support speech perception for children with cochlear implants by providing redundant information. That is, if the spoken language is missed or mis-perceived, the individual potentially can use signs to provide effective communication. Previous research has demonstrated that co-occurring signs can support the perception of individual words among children with cochlear implants. This study (in collaboration with Helen Blom, Radboud University Nijmegen) is examining the extent to which ongoing simultaneous communication by skilled users can support language comprehension and learning in the classroom for students who use cochlear implants.