Développement d'une épreuve franco-québécoise de lecture labiale

A series of VCV nonsense syllables formed with 23 consonants and the vowels /a/, /i/, /u/, and / / was presented on videotape without sound to 5 hearing-impaired adults and 5 adults with normal hearing. The two-fold purpose was (a) to determine whether the two groups would perform the same in their identification of visemes and (b) to observe whether the identification of visemes is influenced by vowel context. There were no differences between the two groups either with respect to the overall percentage of items correct or to the visemes identified. Noticeable differences occurred in viseme identification between the /u/ context and the other 3 vowel contexts; visemes with /a/ differed slightly from those with / / and /i/; and there were no differences in viseme identification for / / and /i/ contexts. Findings were in general agreement with other studies with respect to the visemes identified, provided it is acknowledged that changes can occur depending on variables such as talkers, stimuli, recording and viewing conditions, training procedures, and statistical criteria. A composite grouping consists of /p,b,m/; /f,v/; /theta sigma/; /w,r/; /tS,d3S,3/; and /t,d,s,k,n,g,l/.

The purpose of this research was to determine some of the effects of consonant recognition training on the speech recognition performance of hearing-impaired adults. Two groups of ten subjects each received seven hours of either auditory or visual consonant recognition training, in addition to a standard two-week, group-oriented, inpatient aural rehabilitation program. A third group of fifteen subjects received the standard two-week program, but no supplementary individual consonant recognition training. An audiovisual sentence recognition test, as well as tests of auditory and visual consonant recognition, were administered both before and following training. Subjects in all three groups significantly increased in their audiovisual sentence recognition performance, but subjects receiving the individual consonant recognition training improved significantly more than subjects receiving only the standard two-week program. A significant increase in consonant recognition performance was observed in the two groups receiving the auditory or visual consonant recognition training. The data are discussed from varying statistical and clinical perspectives.