Final answer:
The need for girls to read lips to learn names suggests a scenario where verbal communication is not effective, potentially due to a hearing impairment or a non-verbal environment, emphasizing the importance of alternative communication skills like lip-reading or sign language within the context of deaf or hard of hearing education.
Step-by-step explanation:
The fact that girls have to read lips to learn each other's names suggests they are either in an environment where speaking aloud is not possible or practical, or they may have hearing impairments.
In the context of education, especially for children who are deaf or hard of hearing, lip-reading can be a critical skill for understanding spoken language when it is not supported by auditory cues.
This might be particularly relevant in situations where students are learning in mainstream educational settings where American Sign Language (ASL) or other sign languages are not prevalent or taught as a communication tool.
It can also highlight the adaptability and resourcefulness of students with hearing challenges, as they find alternative ways to communicate within their peer groups.
Moreover, decisions surrounding the education of deaf children, such as whether to focus on verbal speech and lip-reading or sign language like ASL, can have significant impacts.
These decisions often involve considering the benefits of cognitive reinforcement and cultural immersion within the deaf community.
Parents and educators may face a choice between promoting inclusion within the broader hearing society versus preserving and valuing deaf cultural identity through dedicated deaf education programs.