- Lip-reading is not a substitute for hearing and is a skill that must be learned.
- Students who lip-read are also likely to use their residual hearing to maximise their understanding of what is being said.
- Background noise may impair communication so move to a quieter place if necessary.
- Remember that even when the person speaking is lip-readable, lip-reading is still 70% guess work!
- Attract the student’s attention before starting to speak, for example by waving or by tapping their shoulder. When you first meet the student you should ask which method they prefer.
- Effective lip-reading depends on knowing the context. Well-structured sessions with outline handout notes provided in advance are helpful. Write new topics, names, terminology and other key words on a whiteboard or flip chart. Provide a glossary of terms.
- A student must be able to see your face to lip-read. Avoid walking up and down the class and do not turn away while speaking.
- Don’t cover your mouth with your hands, or speak with something in your mouth, or while chewing.
- Make sure that your face is well-lit. Don't stand with a light behind you, such as in front of a bright window, as this can put your face in shadow and make it difficult to lip-read.
- There is no need to over enunciate or exaggerate your words, and don’t shout, or speak unnaturally slowly. All these things distort your lip patterns. Speak clearly and at a normal pace.
- A deaf student cannot simultaneously lip read and perform a practical task that requires them to look away, such as using a computer or taking a reading in a science lab.
- In a seminar or question-and-answer session, or in a laboratory or studio, the deaf student needs to know who is speaking so that they can arrange to look at their face. Repeat questions asked by other students before giving your response.
- Be alert to whether the student is following and understanding what is being said.
- Summarise long contributions from other speakers.
- Lip-reading is tiring and students need periodic breaks or changes of activity.
- A lip-reader in a one-to-one tutorial may manage well, but may find it very tiring in a lecture theatre. The complexity of the situation needs to be taken into account.
- Some students choose to use a lipspeaker to assist with understanding the spoken word.
