Knowledge Assessment

The CLTNCE Knowledge Assessment is a 150-question multiple-choice test designed to measure the candidate’s knowledge of the role and function of a cued language transliterator as specified by the Code of Conduct (1989 Fleetwood & Metzger), the Code of Professional Conduct as established by the Registry of Interpreters for the Deaf, Inc. (1989 RID, Inc.) as well as other related information. Included are questions pertaining to: cultural and audiological consumer attributes; transliterator role, function, and processes; linguistics; professional organizations and terminology; and cueing mechanics, history, and research.

Topics

• accent

• allophone

• application of the CLT Code of Conduct

• articulator

• assistive listening devises

• audiogram

• Auditory Environmental Stimuli (AES)

• chunking

• connected discourse/ liaisons

• cued language

• Deaf Community: Culture & History

• Deaf Community: national organizations

• Deaf Culture

• deciBel (dB)

• dialect

• flick

• Hertz (Hz)

• homophenous

• Individualized Education Plan (IEP)

• inflection

• interpreting

• intonation

• language

• least restrictive environment

• liaison/consonant carryover

• listening and spoken language

Resources

The following list of books offers some suggested reading to prepare for the knowledge assessment. None of these should be considered required nor should these resources be considered sufficient. Candidates are encouraged to prepare by topic using reputable sources. These resources are meant to be supportive.

• Cued Language Structure: An Analysis of Cued American English Based on Linguistic Principles by Earl Fleetwood and Melanie Metzger, Calliope Press.

• The Guide to the Proper Practice of Cued Language Transliteration by Earl Fleetwood and Melanie Metzger, Calliope Press.

• Language Files: Materials for an Introduction to Language and Linguistics by the Department of Linguistics, Ohio State University, Ohio State University Press.

• Cued Speech Resource Book for Parents of Deaf Children by R. Orin Cornett and Mary Elsie Daisey, National Cued Speech Association.

• Cued Speech and Cued Language for Deaf and Hard of Hearing Children by Carol J. LaSasso, Kelly Lamar Crain, Jacqueline Leybaert

Research

Charlier, B. L., & Leybaert, J. (2000). The rhyming skills of deaf children educated with phonetically augmented speechreading. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 53A(2), 349–375.

Colin, S., Leybaert, J., Ecalle, J. & Magnan, A. (2013). The development of word recognition, sentence com- prehension, word spelling, and vocabulary in children with deafness: A longitudinal study. Journal of Re- search in Disabilities, 34, 1781-1793. Early exposure to CS seems to permit the development of linguistic skills necessary for learning the alphabetic principle, which is fundamental for learning to read and spell. 

LaSasso, C., Crain, K.L., & Leybaert, J. (2003). Rhyme generation in deaf students: The effect of exposure to Cued Speech. Journal of Deaf Studies and Deaf Education, 8, 250-270. Deaf cuers performed similarly to hearing students in relying on phonology to generate rhymes. Deaf non-cuers performed less well, relying on spelling.

Leybaert, J (2000). Phonology Acquired through the Eyes and Spelling in Deaf Children. Journal of Experimental Child Psychology 75, 291–318

Trezek, B. (2017). Cued Speech and the Development of Reading in English: Examining the Evidence. Journal of Deaf Studies and Deaf Education, 22,4, 349-364. Review of CS studies examining the literacy abilities (reading, spelling) of children who are deaf and hard of hearing in cued English and cued French. 

Wandel, J. (1989). Use of internal speech in reading by hearing and hearing-impaired students in oral, total communication, and Cued Speech programs. Doctoral dissertation, Teacher’s College, Columbia Universi- ty, New York. In comparing TC, Oral, CS, and Hearing students in reading achievement as measured on the SAT, there was no statistical difference in achievement between hearing students and the profoundly deaf users of CS.

Frequently Asked Questions