| 1. |
|
|
| 2. |
- Asker-Árnason, Lena
(författare)
-
Narration and reading comprehension in Swedish children and adolescents with hearing impairment
- 2011
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present thesis was to explore reading comprehension and narration in children and adolescents with different degrees of hearing impairment (HI). In Study I, reading comprehension was investigated in 16 children with cochlear implants (CI), aged 7-13 years. Over 60% of the investigated children performed at the level of their hearing peers. Reading comprehension was better than expected taking the participants poor phonological skills into consideration. The association between reading comprehension and working memory capacity was robust. Study II was a methodological study, where narrative writing (picture-elicited) was studied using keystroke-logging, which was found to be a valid method for children with typical language developing and NH of 10 years of age and above. The analyses of narratives from 27 children aged 8-12 years, showed several relations between the writing process and the writing product. In Study III, the process and the product in written narration was explored in 18 participants with CI, aged 11-19. When comparing their performance to that of participants with NH, the most prominent difference was that the children and adolescents with CI were less linguistically mature. This was illustrated by a much higher proportion of content words (less function words). Regarding older participants, although they wrote as fast, they used significantly more pause time than participants with NH. In study IV, spoken, as well as written narration was investigated in 20 participants with HI and HA, 10-18 years old. The main finding was that they were less lexically varied than participants with NH. Narration and reading comprehension are important skills for academic success and social inclusion. This thesis clearly indicates that many individuals with HI who are over the age of 10 years clearly lag behind their age peers in complex language activities.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Asker-Árnason, Lena, et al.
(författare)
-
Picture-elicited written narratives, process and product, in 18 children with cochlear implants
- 2010
-
Ingår i: Communication Disorders Quarterly. - Austin, TX : PRO-ED. - 1525-7401 .- 1538-4837. ; 31:4, s. 195-212
-
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.
|
|
| 11. |
- Asker-Árnason, Lena, et al.
(författare)
-
Process and product in writing : A methodological contribution to the assessment of written narratives in 8-12 year old Swedish children using ScriptLog
- 2008
-
Ingår i: Logopedics Phoniatrics Vocology. - Oslo : Scandinavian University Press. - 1401-5439 .- 1651-2022. ; 33:3, s. 143-152
-
Tidskriftsartikel (refereegranskat)abstract
- Twenty-seven children, with typical language development (TLD), 8-10 years old and 10-12 years old, were assessed with keystroke-logging in order to investigate their narrative writing. Measures of the writing process and the written product were used. One purpose was to explore how children produce written narratives in on-line production, and to relate the writing process to the written product. The results showed that those children who produced the final text faster, also wrote stories that comprised of more words. In the group of older children, children with better narrative ability used less pause time than those with worse ability, and the girls were faster writers than the boys. We believe that keystroke-logging gives valuable information for the assessment of young children's writing and that it is a potentially valid assessment tool for children from about 10 years of age.
|
|
| 12. |
- Asker-Árnason, Lena, et al.
(författare)
-
Reading Comprehension and Working Memory Capacity in Children with Hearing Loss and Cochlear Implants or Hearing Aids
- 2015
-
Ingår i: Volta Review. - 0042-8639 .- 2162-5158. ; Volume 115(1):Spring/Summer 2015, s. 36-65
-
Tidskriftsartikel (refereegranskat)abstract
- Reading comprehension and three aspects of working memory—general, visuospatial and phonological—was assessed in 41 children with hearing loss: 23 with cochlear implants and 18 with hearing aids. Performance on these tests was compared between the two groups of children with hearing loss and also related to that of 55 children with typical hearing. All children were between 6 and 14 years of age. The children with hearing aids performed significantly more poorly on the reading comprehension test than the children with typical hearing but this difference was not significant between the children with cochlear implants and the children with typical hearing. In the group of children with cochlear implants, the results from the reading test and the results from all three working memory tests correlated significantly, whereas in the group of children with hearing aids there was no correlation between the reading test and the visual working memory test. The reading test results from the children with typical hearing correlated significantly with the results from the phonological working memory test but not with the other working memory tests. The authors concluded that the children with cochlear implants might have developed orthographic decoding earlier than the children with hearing aids due to their more profound hearing loss.
|
|
| 13. |
- Asker-Árnason, Lena, et al.
(författare)
-
Spoken and written narratives in Swedish children and adolescents with hearing impairment
- 2012
-
Ingår i: Communication Disorders Quarterly. - : Sage Publications. - 1538-4837 .- 1525-7401. ; 33:3, s. 131-145
-
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.
|
|
| 14. |
- Asker-Árnason, Lena, et al.
(författare)
-
The Relationship between Reading Comphehension, Working Memory and Language in Children with Cochlear Implants
- 2007
-
Ingår i: Acta Neuropsychologica. - 1730-7503 .- 2084-4298. ; 5:4, s. 163-186
-
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.
|
|
| 15. |
|
|
| 16. |
|
|
| 17. |
|
|
| 18. |
- Grenner, Emily, et al.
(författare)
-
Improving narrative writing skills through observational learning: A study of Swedish 5th-grade students
- 2020
-
Ingår i: Educational Review. - : Informa UK Limited. - 0013-1911 .- 1465-3397. ; 72:6, s. 691-710
-
Tidskriftsartikel (refereegranskat)abstract
- Observational learning is a successful method for improving writing skills in various genres. We explore effects of a five lesson intervention series based on peer observation. Fifty-five Swedish 5th-grade students aged 10-12 years followed this intervention program. The language and reading comprehension and working memory capacity were tested. The students watched short film-clips with peers working with texts. Each lesson was organised according to a theme: reader’s perception of the text, ordering of events, how to begin a story, how to end a story and how to edit a text. The students wrote four texts during the intervention. The quality of these texts was assessed by a panel of trained raters. Results show that average text quality (outcome measure), significantly improved after intervention, and that the improvement was modulated by reading and language comprehension. At a follow up occasion, however, text quality was significantly decreased.
|
|
| 19. |
- Grenner, Emily, et al.
(författare)
-
Observational learning and narrative writing : improving text quality for children with and without hearing impairment
- 2015
-
Konferensbidrag (refereegranskat)abstract
- Emily Grenner & Joost van de Weijer & Lena Asker-Árnason & Victoria Johansson & Viktoria Åkerlund & Birgitta S.M. Sahlén The aim of this intervention study is to investigate if observational learning can improve narrative writing skills in 11-year-olds with and without hearing impairment. Observational learning occurs when people learn new skills from observing others, who act as models (Bandura 1997). Observing peers’ reading and writing is especially important since these processes often are invisible, and children therefore lack models for their own processes. This study was theoretically and methodologically inspired by Rijlaarsdam et al. 2008. Participants consisted of Swedish 5th-graders from two schools (School A, n=33; and School B, n= 26) with normal hearing children (NH), and from 3rd to 8:th-grade children with hearing-impairment (HI), from “hearing classes” (n=18). Prior to the intervention, background data e.g., on working memory and linguistic background was collected. In the research design the two schools with NH children (School A and B) functioned as each other's controls. The HI-school followed the School A order. All participants first wrote a personal narrative on the computer, using keystroke-logging. Then the intervention followed for School A and HI-school, while School B received ordinary lessons (with no writing instructions). After the first intervention period, all participants wrote a new narrative. Thereafter, the intervention was replicated for School B, while School A and the HI-school had ordinary tutoring. After the second intervention period, all participants wrote new narratives. The intervention consisted of 5 thematically different lessons: Lesson themes were: reader perspective, chronological structure, closing elements, revising of a peer’s text and online revision. To evaluate the text quality, all texts (n=231) were holistically rated by three independent, trained evaluators. The results showed an improvement in quality between text 1 and text 2 for School A and the HI-School, while School B had an improvement between text 2 and text 3. This shows that narrative text quality can be improved by a short series of carefully designed intervention lessons using observational learning, which contributes to the discussion about educational methods for teaching writing. Further analyses will address quantitative measures of text length, lexicon, syntactic complexity, pausing and editing, as well as a comparison between the NH and HI group.
|
|
| 20. |
|
|
| 21. |
|
|
| 22. |
|
|
| 23. |
|
|
| 24. |
- Hansson, Kristina, et al.
(författare)
-
Language impairment in children with CI : An investigation of Swedish
- 2018
-
Ingår i: Lingua. - : Elsevier BV. - 0024-3841. ; 213, s. 63-77
-
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.
|
|
| 25. |
|
|
