Clear, accurate hand cues are meaningless without the visual movements of articulated speech. Occasionally one hears stories about deaf children who can decode hand cues without seeing the lips of the speaker. Although no carefully controlled studies have been done, it makes sense to assume that some children brought up on Cued Speech might recognize very familiar cue patterns in meaningful contexts. But such anecdotal evidence is certainly no excuse for depriving the hearing-impaired individual of the best possible speechreading opportunities. Those who cue have a responsibility to monitor constantly the lighting conditions where cueing takes place, making sure that the auditor can always see clearly without eye strain. One should also make sure that the auditory environment is such that the hearing impaired can make maximum use of residual hearing. This is so important that a later section has been devoted to "Cued Speech and Amplification."

Unit EF-A provides an opportunity to check the visual clarity of one's articulation and assumes that the best lip/tongue/jaw movements are vigorous and precise -- but not exaggerated. If in the process of learning to cue you have developed the bad habit of "mouthing" words, pay special attention to the suggestions in EF-B. Ironically, the pitfalls of "jaw yapping" are not limited to cuers. Many professionals who work with the hearing impaired fall into this trap. Facial mannerisms which could result from learning to cue and which sometimes persist as unconscious habits are described in detail in EF-C

The final unit EF-D recognizes the fact that people intent upon cueing as skillfully as possible sometimes substitute the facial expressions denoting "determination" or "serious concentration" for all other emotions. It may take some practice to put joy, surprise, sadness, delight, anger, approval, disapproval, etc. back into your facial expressions while cueing. It is well worth the effort, and there are practice materials to assist.

Advance to PG-4: EF-A
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