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Lip reading, also known as speechreading, is a technique of understanding a limited range of speech by visually interpreting the movements of the lips, face and tongue without sound. Estimates of the range of lip reading vary, with some figures as low as 30% because lip reading relies on context, language knowledge, and any residual hearing. [1]
Oralism is the education of deaf students through oral language by using lip reading, speech, and mimicking the mouth shapes and breathing patterns of speech. [1] Oralism came into popular use in the United States around the late 1860s.
The human mouth utilises the lips, tongue and jaws for articulation. The articulation of vowels and phrases produces clear speech that is intelligible. The resonance of speech is produced by the pharynx and some sinuses of the cranium. These sinuses contain air-filled cavities that are lined with mucous membranes. [1]
Subvocalization, or silent speech, is the internal speech typically made when reading; it provides the sound of the word as it is read. [1] [2] This is a natural process when reading, and it helps the mind to access meanings to comprehend and remember what is read, potentially reducing cognitive load.
A viseme is any of several speech sounds that look the same, for example when lip reading (Fisher 1968).. Visemes and phonemes do not share a one-to-one correspondence. Often several phonemes correspond to a single viseme, as several phonemes look the same on the face when produced, such as /k, ɡ, ŋ/; as well as /t, d, n, l/, and /p, b, m/).
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Modern speech recognition systems use both an acoustic model and a language model to represent the statistical properties of speech. The acoustic model models the relationship between the audio signal and the phonetic units in the language. The language model is responsible for modeling the word sequences in the language.
Reading for special needs has become an area of interest as the understanding of reading has improved. Teaching children with special needs how to read was not historically pursued under the assumption of the reading readiness model [1] that a reader must learn to read in a hierarchical manner such that one skill must be mastered before learning the next skill (e.g. a child might be expected ...