Signals and Systems for Speech and Hearing (2nd edition) provides the reader with a thorough introduction to the concepts of signals and systems analysis that play a role in the speech and hearing sciences. Few equations are used, and an informal, friendly and informative style is maintained throughout. Because much of the story is told through figures, the authors have gone to great lengths to provide clear and truthful figures that show what the text says they do. It is hoped the reader will come away with a strong visual understanding of the concepts involved. This book can be used at many levels, from the student who hasn't heard of a spectrum before, to the experienced worker who has only a fuzzy understanding of the notion of an impulse response. The authors have tried to keep the underlying conceptual structure of signals and systems analysis explicit, in the hope that even some readers with advanced technical training might find clarification of the basic principles. Notable features include over 300 figures integrated closely with the text, all drawn specifically. Exercises are provided at the end of most chapters.
Stuart Rosen and Peter Howell
The new demands of this "computer and technology age" have focused international attention on literacy levels, on literacy development and literacy disorders. Governments have launched programs to reduce literacy difficulties and support functional literacy for all. In this context, the needs of individuals with severe speech and physical impairments may seem relatively small, and even unimportant. However, for this group of individuals in particular unlocking the literacy code opens up tremendous opportunities, minimizing the disabling effects of their underlying speech and motor impairments, and supporting participation in society. Ironically however, for a group for whom literacy is such an important achievement, current studies suggest that achieving functional literacy skills is particularly challenging.In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write. In order to become expert in both of these activities, they must learn at least a certain core of knowledge about how the symbols and messages relate to each other. Just as there are many ways to skin a chicken, there are many possible ways to achieve mastery of reading and writing. Although the essence of the task may remain the same for individuals with congenital speech impairments, they may process the task, or develop task mastery in ways that are quite different from speaking children who have no additional physical impairments. "Literacy and Augmentative and Alternative Communication" focuses on individuals with combined physical and communication impairments, who rely at least some of the time on aided communication. It investigates the range of research and application issues relating to AAC and literacy (primarily reading and writing skills), from the emergent literacy stage up through adulthood use of reading for various vocational and leisure purposes. It provides a balanced view of both the whole language as well as the more analytic approaches to reading instruction necessary for the development of reading skills.