Clear Communication Group
Our Research
Clear speech
Clear speech refers to a speaking style that is significantly more intelligible than conversational speech for a variety of listeners and backgrounds such as noise and reverberation. Although typically spoken more slowly than conversational speech, talkers can produce clear speech at normal rates with training. By examining the acoustics of this form of clear speech (clear/normal speech) and the extent to which it preserves the widespread intelligibility benefits of clear (clear/slow) speech, our goal is to identify acoustic characteristics of highly intelligible speech and to determine the extent to which those characteristics differ for various populations and listening situations. Such information should not only suggest potential signal processing techniques for hearing aids but also increase our basic understanding of speech reception.
Selected Publication(s):
Jean C. Krause and Athina P. Panagiotopoulos (2019). J. Speech, Lang., Hear. Res. Vol. 62, No. 10, pp. 3851-3859. Epub on Oct 3, 2019,
Jean C. Krause and Louis D. Braida (2009). J. Acoust. Soc. Am., Vol. 125, No. 5, pp. 3346-3357.
Jean C. Krause and Louis D. Braida (2004). 鈥淎coustic properties of naturally produced clear speech at normal speaking rates,鈥 J. Acoust. Soc. Am., Vol. 115, No. 1, pp. 362-378.
Jean C. Krause and Louis D. Braida (2002). 鈥淚nvestigating alternative forms of clear speech: The effects of speaking rate and speaking mode on intelligibility,鈥 J. Acoust. Soc. Am., Vol. 112, No. 5, pp. 2165-2172.
Interpreter Intelligibility
Although it is common practice for deaf individuals to use interpreters as a means of accessing spoken information, little is known about interpreter intelligibility (amount of message correctly transmitted to deaf individuals who use interpreters) or the factors that govern interpreter intelligibility. This information is essential for characterizing the level of communication access afforded to deaf individuals by interpreters and could be of particularly serious consequence for deaf children still in the process of acquiring language. Our work in this area is aimed at quantifying relationships between interpreter intelligibility and specific physical characteristics of the visual signal produced by interpreters. While many such relationships have been specified for speech, the factors that govern the intelligibility of American Sign Language (ASL) and other English-based visual communication methods are largely unknown. In this project, we begin to examine these relationships for three English-based visual communication modes: Conceptually Accurate Signed English (CASE), Signing Exact English (SEE), and Cued Speech (CS). Specifically, we explore how the accuracy (percent of the spoken message correctly produced) and lag time (interval between spoken and visual message) of the visual message as well as the rate at which it is presented affect an interpreter's (i.e. transliterator's) intelligibility. Results will establish characteristics of highly intelligible transliterators, an important first step toward long-term goals aimed at improving: 1) transliterator training and services, 2) communication access for deaf individuals who use transliterators, and 3) scientific understanding of intelligibility in the visual modality and perception across all modes of sensory communication.
Selected Publication(s):
Jean C. Krause and Amanda Kluzinski (2025). J. Deaf Stud. Deaf Educ. Advance Access published on Aug 31, 2025,
Jean C. Krause, Andrea A. Smith, and Steven F. Surrency (2025). . J. Deaf Stud. Deaf Educ. Vol. 30, No. 3, pp. 359-371. Advance Access published on Feb 14, 2025,
Jean C. Krause and Andrew K. Hague (2020). 鈥淪igning Exact English Transliteration: Effects of Accuracy and Lag Time on Message Intelligibility,鈥 J. Deaf Stud. Deaf Educ. Advance Access published on Dec 8, 2019,
Jean C. Krause and Nancy J. Murray (2019). J. Deaf Stud. Deaf Educ. Vol. 24, No. 3, pp. 234-244.
Jean C. Krause and Katherine A. Lopez (2017). J. Deaf Stud. Deaf Educ. Vol. 22, No. 4, pp. 378-392.
Jean C. Krause and Morgan P. Tessler (2016). J. Deaf Stud. Deaf Educ. Vol. 21, No. 4, pp. 373-382.
Educational Interpreter Performance Assessment for Cued Speech transliterators (EIPA-CS)
The represents the first large-scale attempt to evaluate competencies of educational interpreters and to provide them with diagnostic feedback for improving their skills. From its inception, it covered a wide variety of educational interpreting situations, offering tests at two grade levels (elementary and secondary) for three communication options (American Sign Language, Pidgin Signed English, and Signed Exact English). In this project, a pilot EIPA test was designed and developed for the Cued Speech communication option. The tool received endorsement from the and was adopted by the EIPA Diagnostic Center at in 2010, expanding the applicability of the EIPA to Cued Speech transliterators. For more information about the EIPA, and EIPA-CS, please visit .
Selected Publication(s):
Krause, J.C., Schick, B., Kegl, J.A. (2010). 鈥淎 version of the Educational Interpreter Performance Assessment for Cued Speech transliterators: Prospects and significance.鈥 In C.J. LaSasso, K.L. Crain, J. Leybaert (Eds.), Cued Speech and Cued Language Development of Deaf Students, (pp. 531-551). San Diego, CA: Plural Publishing, Inc.
Jean C. Krause, Judy A. Kegl, and Brenda Schick (2008). J. Deaf Stud. Deaf Educ., Vol. 13, No. 3, pp. 432-450.