Abstract
An experimental test of speech-reading was designed to assess the relationship between speech-reading skills and language comprehension in a group of 13-year-old deaf children. The test was constructed to satisfy the criteria of simple active-declarative sentences in which the subject, object, and action could be systematically varied. Four different sentence types were generated that varied in range of difficulty. The experimental speech-reading test was administered as part of a comprehensive battery of language, speech reception and speech production tests. Results suggest that speech-reading skills are more closely correlated with language tests such as the tests of syntactic comprehension. Speech-reading was less closely correlated with speech reception and speech production measurements in this population. [Research supported by New York State Education Department, GREED Project ED 73-001 DC.]
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