Teaching · Speech & Language

Lips, light and context, practiced one step at a time.

Set the material, how much context the student gets and how the talker is positioned, then log each item set with and without sound. The summary shows accuracy by condition, how much sound adds, and whether to make the next step harder or easier.

Plan a practice session What you get

$12one-time · every device you sign in on

Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Speech & Language toolkit, $79 for 72 items.

The practice log

One record per student and session. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Speech & Language$12 · included with Classroom and Whole-school licenses

What you finish with: For each session, accuracy with and without sound, the look-alike sounds that caused mix-ups, repair strategies to practice and the next step.
Who it is for: Teachers of the deaf and hard of hearing, speech-language pathologists and educational audiologists working on speechreading and communication repair.
Format: Browser form used during practice. Several saved sessions per student to track progress; printed with the summary or as a blank log; CSV with one row per session or the item table; export and import a file.
Access: $12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Speech & Language toolkit ($79) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives: The Speech & Language space in Caveat Teaching.
Support: Questions about an order, access or a correction: team@caveatacademic.com.

Drawn for this page. Lips show only part of speech; light, context and sound fill in the rest.

How to use it

Start a record with the student’s initials or a code and the date.
Choose the material and how much context to give.
Check the talker setup: light, level, distance and natural pace.
Log each item set with the condition, trials and correct answers.
Use the next step the summary suggests.

Plan a practice session

What the log is for

Why context matters

Many speech sounds look the same on the lips, such as p, b and m, so speechreading on its own leaves gaps. Students fill them from context and from whatever they hear. Practice moves from closed sets and known topics toward open conversation.

Vision and sound together

Most students who are hard of hearing understand far more when they can both see and hear the talker. Comparing the two conditions shows how much the face adds and why seating, lighting and clear masks matter in class.

What this log is not

It is not a hearing or speech perception test with norms. It records practice to guide teaching, alongside the audiologist’s and the team’s assessments.

Sources

American Speech-Language-Hearing Association, Practice Portal: Hearing Loss in Children (communication strategies and auditory-visual speech perception).
Erber, N. P. (1975). Auditory-visual perception of speech. Journal of Speech and Hearing Disorders, 40(4), 481 to 492.
Woodward, M. F., and Barber, C. G. (1960). Phoneme perception in lipreading. Journal of Speech and Hearing Research, 3(3), 212 to 222.
Individuals with Disabilities Education Act regulations, 34 CFR 300.324(a)(2)(iv) (considering the communication needs of a child who is deaf or hard of hearing).

The example student is made up. Speechreading practice supports, and does not replace, the student’s access to sound, sign or captions. Support: team@caveatacademic.com.