| 1. |
- 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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| 2. |
- Asker-Árnason, Lena, et al.
(författare)
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Spoken and written narratives in Swedish children and adolescents with hearing impairment
- 2012
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Ingår i: Communication Disorders Quarterly. - : Sage Publications. - 1538-4837 .- 1525-7401. ; 33:3, s. 131-145
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Tidskriftsartikel (refereegranskat)abstract
- Twenty 10- to 18-year-old children and adolescents with varying degrees of hearing impairment (HI) and hearing aids (HA), ranging from mild-moderate to severe, produced picture-elicited narratives in a spoken and written version. Their performance was compared to that of 63 normally hearing (NH) peers within the same age span. The participants with HI and NH showed similar patterns regarding intragroup correlations between corresponding measures of spoken and written narratives. However, the participants with HI had significantly less diverse language than the NH group. The participants with poorer hearing (higher best ear hearing level [BEHL]) produced spoken and written narratives comprising more content words and they also produced written narratives that were less lexically diverse than the participants with better hearing (lower BEHL). The difference as to lexical skills emphasizes the importance of focusing on these skills in the group of children with HI. However, the results give support for a quite optimistic view on the development of narration in children with HI with HA, at least for picture-elicited narratives.
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| 3. |
- 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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| 4. |
- Holmström, Ketty, et al.
(författare)
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Conceptual Scoring of Lexical Organization in Bilingual Children with Language Impairment
- 2016
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Ingår i: Communication Disorders Quarterly. - : SAGE Publications. - 1525-7401 .- 1538-4837. ; 38:1, s. 24-34
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Tidskriftsartikel (refereegranskat)abstract
- © Hammill Institute on Disabilities 2015. The aim was to evaluate conceptual scoring of lexical organization in bilingual children with language impairment (BLI) and to compare BLI performance with monolingual children with language impairment (MLI). Word associations were assessed in 15 BLI and 9 MLI children. BLI were assessed in Arabic and Swedish, MLI in Swedish only. A number of syntagmatic (semantic link, different word class) and paradigmatic associations (semantic link, same word class) were calculated. Arabic and Swedish scores were compared with a conceptual score (total number of concepts from both languages). For BLI, the paradigmatic conceptual score was significantly higher than single language scores, confirming the distribution of lexical knowledge across languages. The BLI group had significantly higher conceptual paradigmatic scores than the MLI group. Conceptual scoring may reduce the over-identification of language impairment (LI) and underestimation of lexical knowledge in bilingual populations.
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| 5. |
- Sundqvist, Annette (Anett), et al.
(författare)
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Advanced Theory of Mind in Children Using Augmentative and Alternative Communication
- 2010
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Ingår i: Communication Disorders Quarterly. - : SAGE Publications. - 1525-7401 .- 1538-4837. ; 31:2, s. 86-97
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Tidskriftsartikel (refereegranskat)abstract
- This study focused on the attainment of Theory of Mind (ToM) in children (aged 6 to 13) with complex communication needs who used augmentative and alternative communication (AAC). The AAC group (n = 14) was matched to a younger group, without disabilities, vis-à-vis nonverbal mental age. A second comparison group consisting of children with mild intellectual disabilities and matched nonverbal mental age and chronological age was also included. A test battery that included tests of cognitive and language development and tests of first- and second-order ToM understanding and understanding of more advanced ToM was used. Nonverbal intelligence proved to be a good indicator of ToM ability. Contrary to previous research, the AAC group did not differ significantly from the comparison groups on the test results. The results are discussed in terms of the necessary cognitive capacity underpinning ToM development.
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| 6. |
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