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- Asker-Árnason, Lena, et al.
(författare)
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Picture-elicited written narratives, process and product, in 18 children with cochlear implants
- 2010
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Ingår i: Communication Disorders Quarterly. - Austin, TX : PRO-ED. - 1525-7401 .- 1538-4837. ; 31:4, s. 195-212
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study was to explore the narrative writing of 18 children, ages 11 to 19, with severe and profound hearing impairment who had cochlear implants (CI), compared with the performance of hearing children. Nine of the 18 children had prelingual deafness and 9 children had postlingual deafness. The hearing impairment was progressive in 11 children. The participants thus formed a heterogeneous group, which was split in two ways: according to age at testing and age at implantation. The narratives were collected by means of keystroke logging. The difference between the children with CI and the hearing children was most prominent for two measures: the percentage of pause time (in the group of children older than 13 years) and lexical density. Furthermore, the children implanted after 5 years of age performed more like the hearing children. This group consisted of children with postlingual deafness and also of children who were deafened progressively. Our interpretation is that these children benefited from the early linguistic input. Taking the whole group of participants into consideration, the results reflect linguistic and cognitive processing limitations in complex linguistic tasks like narration for the children with CI in comparison with their hearing peers.
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| 4. |
- Ferreira, Janna, et al.
(författare)
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Reading why not? : Literacy skills in children with motor and speech impairments
- 2007
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Ingår i: Communication Disorders Quarterly. - : SAGE Publications. - 1525-7401 .- 1538-4837. ; 28:4, s. 236-251
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Tidskriftsartikel (refereegranskat)abstract
- In this study, 12 participants with various levels of motor and speech deficits were tested to explore their reading skills in relation to letter knowledge, speech level, auditory discrimination, phonological awareness, language skills, digit span, and nonverbal IQ. Two subgroups, based on a median split of reading performance, are described: the low- and high-level readers, where low-level readers perform significantly lower on reading than the other subgroup. The subgroups had a general tendency to perform low versus high on most variables tested, but not on digit span. The study stresses the importance of auditory discrimination skills and general language skills as a fundamental base for literacy. The study also generates new hypotheses that will need to be investigated further. For example, further intervention studies for phonological awareness are proposed, and a hypothesis about the effect of impaired articulation usage during reading is presented.
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| 5. |
- Ferreira, Janna, 1973-
(författare)
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Sounds of silence : Phonological awareness and written language in children with and without speech
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingens övergripande syfte var att undersöka fonologisk medvetenhet och skriftspråklig förmåga hos talande eller icke-talande barn, med lässvårigheter eller motoriska talsvårigheter. De huvudsakliga fynden i denna avhandling var: (1) För barn med lässvårigheter som befinner sig på en tidig nivå i sin läsutveckling bör intervention kring läs- och skrivförmågor fokusera på barnets svaghet snarare än styrkan vad gäller ordavkodning. (2) För barn med lässvårigheter hade såväl fonologisk som ortografisk intervention effekt på förmågan att läsa och skriva. Fonologisk intervention hade effekt även på barnen med lägst läsförmåga. (3) För barn med motoriska talsvårigheter var det signifikanta skillnader mellan de bästa och de sämsta läsarna vad gäller auditiv fonemdiskrimination och generella språkförmågor. (4) För barn med motoriska talsvårigheter hade fonologisk intervention effekt på förmågan att stava ord men inte på läsförmågan. (5) I en analys av nonsensord undersöktes stavfel hos en flicka med anartri. Fler stavfel återfanns i längre ord och en högre grad av fel återfanns i mitten av ord, vilket tyder på svårigheter med arbetsminne och med att segmentera ord.Fynden diskuteras i relation till fonologisk informationsbearbetning inom fyra delområden: fonologiska representationer, fonologisk produktion, fonologiskt minne och fonologisk medvetenhet. Talets betydelse för läs- och skrivförmågan är komplex. Även ett gravt avvikande tal kan ge fonologisk återkoppling och för barn med anartri tycks bristen på tal spela en viss roll.Denna avhandling har ett handikappvetenskapligt synsätt och bidrar till den övergripande förståelsen av fonologisk medvetenhet och skriftspråklig förmåga. Flera av fynden är direkt applicerbara i kliniska sammanhang.
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| 6. |
- Socher, Michaela, 1989-
(författare)
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Reasons for Language : Language and Analogical Reasoning Ability in Children with Cochlear Implants and Children with Typical Hearing
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The usage-based model of language acquisition assumes that language is learned by its usage. General cognitive processes, especially analogical reasoning ability, are assumed to lead to the understanding of words and grammatical structures. It has been argued that the time of language or auditory deprivation children with cochlear implants (CIs) often experience early in life, might affect both their language and their cognitive abilities. Children with CIs have disadvantages in terms of language acquisition as they start receiving language input later than peers with typical hearing (TH), and the perceptual quality of the input is reduced. However, they might have additional difficulties in language acquisition if their analogical reasoning ability is negatively influenced by the language or auditory deprivation early in life. The results found in this thesis show that the language delays often seen in children with CIs are not explained by differences in analogical reasoning ability. Results indicate that analogical reasoning ability has a limited influence on language acquisition for the tested age-group. However, language abilities affect the performance on analogical reasoning tasks which are either verbal or can be supported by verbal strategies. This needs to be taken into consideration when comparing analogical reasoning ability of children with CI sand children with TH. In addition, the results from this thesis indicate that the structure of the mental lexicon is associated with the communication skills of children with CIs. The structure of the mental lexicon is most likely influenced by the amount of language input a child receives. The main implication of the results is that emphasis should be put on reducing the duration of language deprivation and to improve the quality of the language input for children with CIs.
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