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This study was designed to evaluate the picture quality requirements for three visual communication modes: speechreading, fingerspelling, and sign language. Video recordings of everyday spoken, fingerspelled, and signed sentences were made, and some recordings were processed using a computer simulation of the IBIDEM technology: a videophone based on a novel type of visual sensor. This retina-like sensor, implemented in the camera, has a high resolution in the central part and a degrading resolution in the peripheral part of the picture. Two independent variables were examined: frame rate (10 and 15 frames per second) and spatial resolution (6000 and 8000 pixels per frame). Twenty-four people who were prelingually deaf participated, 8 in each communication mode. The results showed a marked effect of frame rate on speechreading. Fingerspelling and sign language were not affected by frame rate, and spatial resolution had no effect on any of the three communication modes. KEY WORDS: videotelephony, picture quality, speechreading, fingerspelling, sign language

Communication strategies for deaf children should focus on the development of age-appropriate language. A combination of sign and spoken language is the most appropriate communication strategy for deaf children. Families should adopt supportive and positive, rather than directive communication styles, fostering an interactive environment for child's language development. Language development in school-age children, role of language preference, and some other related issues are discussed. Psychological assessment and therapeutic intervention strategies are described.

Samplings of deaf and hearing sign language interpreters were studied to assess the effects of spoken English and sign language fluency on automaticity in word and sign recognition. The Stroop task was used. Responding in sign took longer and led to more Stroop interference than responding verbally. The inclusion of interpreters showed this response had nothing to do with hearing status. The deaf subjects showed more automaticity in identifying signs than words, with the reverse result for hearing subjects. This result was not affected by language fluency.

A studydetermined the receptive communication abilities of severely and profoundly deaf students using individual or combined communication standards such as audition, lip reading, fingerspelling and sign language. Findings show that severely deaf individuals perform well on all communication conditions except on signing. On the other hand, profoundly deaf students did equally well only on signing conditions. Results were analyzed and their implications on deaf education and communication programs were identified.