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| 2. |
- Asker-Árnason, Lena, et al.
(författare)
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The Relationship between Reading Comphehension, Working Memory and Language in Children with Cochlear Implants
- 2007
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Ingår i: Acta Neuropsychologica. - 1730-7503 .- 2084-4298. ; 5:4, s. 163-186
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Tidskriftsartikel (refereegranskat)abstract
- and profound hearing impairment treated by cochlear implants (CI). In this study we explore this relationship in sixteen Swedish children with CI. We found that over 60% of the children with CI performed at the level of their hearing peers in a reading comprehension test. Demographic factors were not predictive of reading comprehension, but a complex working memory task was. Reading percentile was significantly correlated to the working memory test, but no other correlations between reading and cognitive/linguistic factors remained significant after age was factored out. Individual results from a comparison of the two best and the two poorest readers corroborate group results, confirming the important role of working memory for reading as measured by comprehension of words and sentences in this group of children.
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| 3. |
- Lyxell, Björn, et al.
(författare)
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Cognitive development in children with cochlear implants: Relations to reading and communication
- 2008
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Ingår i: International Journal of Audiology. - : Informa UK Limited. - 1708-8186 .- 1499-2027. ; 47:S2, s. 47-52
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Konferensbidrag (refereegranskat)abstract
- The purpose of the present article is to present an overview of a set of studies conducted in our own laboratory on cognitive and communicative development in children with cochlear implants (CI). The results demonstrate that children with CIs perform at significantly lower levels on the majority of the cognitive tasks. The exceptions to this trend are tasks with relatively lower demands on phonological processing. A fairly high proportion of the children can reach a level of reading comprehension that matches hearing children, despite the fact that they have relatively poor phonological skills. General working memory capacity is further correlated with the type of questions asked in a referential communication task. The results are discussed with respect to issues related to education and rehabilitation.
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| 4. |
- Hansson, Kristina, et al.
(författare)
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Language impairment in children with CI : An investigation of Swedish
- 2018
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Ingår i: Lingua. - : Elsevier BV. - 0024-3841. ; 213, s. 63-77
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Tidskriftsartikel (refereegranskat)abstract
- In spite of earlier implantation, bilateral implants and advances in the care of deaf children with cochlear implants (CI) within-group variation in language skills is large. We use three tasks with predictive value of language impairment in Swedish to identify children with CI most at risk for persistent difficulties in language development, in need of language intervention. The clinical markers investigated are nonword repetition and past tense inflection. We also assessed language comprehension, a predictor of severe language impairment associated with poorer prognosis. Fifteen Swedish-speaking deaf children with CI and 15 controls aged 5–8 years participated. Most children with CI had bilateral implants and had been fitted with CIs before 12 months. At least 70% in the group with CI performed >1.25 and 47% >2 SD below controls on more than one measure, showing risk for persistent language impairment. Speech perception was more crucial in the nonword repetition and language comprehension tasks. No time factor was significantly related to outcome. We conclude that it is important to allocate resources for continuous follow-up and language intervention. Research and care of children with CI will profit from better integration of knowledge from the fields of audiology, speech-language pathology and linguistics.
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| 8. |
- Ibertsson, Tina, et al.
(författare)
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A methodological contribution to the assessment of nonword repetition-a comparison between children with specific language impairment and hearing-impaired children with hearing aids or cochlear implants.
- 2008
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Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 33, s. 168-178
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Tidskriftsartikel (refereegranskat)abstract
- Poor nonword repetition is considered as a clinical marker of specific language impairment (SLI). In children with expressive language problems, the analysis and scoring procedures are often insufficiently described. We argue for a combined analysis of segmental and suprasegmental accuracy in nonword repetition tasks as well as an appreciation of gender differences. The view is taken based on empirical findings in a comparison between children with specific language impairment, children with mild/moderate hearing impairment and hearing aids (HI), and children with severe to profound hearing impairment with cochlear implants (CI). With age and gender taken into consideration, the main effects of both group and syllable level on a combined measure of segmental and suprasegmental accuracy remained. Although not necessarily an index of limited working memory capacity, persistently poor imitation of nonwords might be an indication of language impairment in children with mild/moderate HI and in children with CI.
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| 9. |
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| 10. |
- Ibertsson, Tina
(författare)
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Cognition and communication in children/adolescents with cochlear implant
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A cochlear implant (CI) is a device that provides individuals with severe to profound hearing impairment (SPHI) with auditory stimulation, which makes it possible for them to develop skills related to spoken communication. We have little knowledge about how hearing with a CI influences cognitive and communicative development and there is a need for development of methods for assessment. The general purpose of this thesis was to explore the interaction between cognition (working memory capacity) and phonological processing and more complex skills such as the ability to interact with hearing peers, speech recognition in noise and aspects of reading and writing in children/adolescents with CI. The ability to repeat and discriminate nonwords was assessed in 26 children/adolescents with CI aged 5;2-19;1. Thirteen of these, aged 9;0-19;1 were also assessed in a set of experimental tasks regarding general working memory, speech recognition in noise and some aspects of reading and writing and participated in a referential communication task for the assessment of conversational skills. The methods used were found adequate. The children/adolescents with CI had weak phonological processing skills, but in spite of this did not differ much from controls in reading, writing and conversation, even if phonological processing seemed to be related to reading skills. However, they tended to use different strategies than peers in requesting clarification in conversation and in reading, perhaps as an adaptation to their impairment. General working memory capacity was associated with strategies in requesting clarification and with the construction of written narratives and thus is a further factor influencing outcome.
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