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What is Nu-Vue-Cue and how does it work?
NVC = A Communication Tool… NU-VUE-CUE™
The twenty-six letters in the English alphabet, singly and in combinations, produce phonemes which have been strategically placed on Nu-Vue-Cue charts. (It is beneficial to study the Pronunciation Guide in your Dictionary) For example, the letter "Aa" has five possible pronunciations (phonemes) in American English: /ah/ as in "father," /a/ as in "mat," /ae/ as in "say," /u/ as in "about," and /aw/ as in "fall." The vowels/diphthongs are at the corners and sides of charts. The consonants are at the points of the tic-tac-toe guidelines. The sounds of /U/ can be the Short Uu sound or the schwa sound in words like up, under, umbrella, about. Every vowel has a word that uses the SCHWA sound at times. (See the definition of SCHWA in your dictionary)
The Sender using the Nu-Vue-Cue chart indicates to the Receiver which sound he has chosen, while continuing to build a word phonetically. Nu-Vue-Cue is based on Cued Speech but NVC sounds must be kept in the sequential order designated by color/number coding. Colors/numbers are used in place of CS mouth configurations.
To communicate the word TEACHERS, the sender would cue t-ee-ch-ur-z. This was done by sender looking in center of chart to denote to the receiver they were starting to communicate The sender would look at a symbol and then a color. The receiver could verbalize the chosen sound.
For practice sessions, the sender would choose words using those sounds. Cueing/practicing ee t (eat), t ee ch (teach), ch ee z (cheese), ch ur ch (church). ee z ee (easy), t ee (tea) etc. assists in developing skill for cueing/reading/spelling.
NU-VUE-CUE was developed in 1979 for use in our classroom for multiply handicapped students who were non-verbal. One student was MH/deaf, so Cued Speech symbols were placed on charts for NVC/CS communication .Those with non-speech used plexiglas charts, floor charts and desk charts. For young children we did not place the spelling of sounds on the charts. They memorized placements of sound as we used beginning sounds of puppets, stickers, and/or pictures.
Example: For 5 year old C.J. we would assign homework of bringing in pictures with the beginning sounds (ex. /B/) When he brought pictures of boats, balls, birds, bees, babies, etc. we would indicate where that sound was…at the four hand (////) and the color red. Once he knew that sound placement I could show him a bike, bottle, bread, bargain, box, bat, etc. He would use eye-gaze charts and look at the //// and color red to indicate what sound they were starting with. We then had practice sessions with beginning, medial, and ending sounds.
Mary Ann Benka was the first child in the world to use Nu-Vue-Cue. She was 10 years of age when she learned to use the eye gaze chart. Within a short time she was able to memorize where the sounds were located on charts. It was then necessary to place ONLY the tic-tac-toe guidelines with two arrows on a chart. Within a few years she visualized charts suspended in the air…and could communicate/cue even when her plexiglas chart was not available. In the pool, she would ‘sky talk’ with volunteers and the swim instructor. She was never at a loss for words.