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- Asker-Árnason, Lena, et al.
(författare)
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Process and product in writing : A methodological contribution to the assessment of written narratives in 8-12 year old Swedish children using ScriptLog
- 2008
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Ingår i: Logopedics Phoniatrics Vocology. - Oslo : Scandinavian University Press. - 1401-5439 .- 1651-2022. ; 33:3, s. 143-152
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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.
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- 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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- Ibertsson, Tina, et al.
(författare)
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Speech recognition, working memory and conversation in children with cochlear implants
- 2009
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Ingår i: Deafness and Education International. - 1557-069X. ; 11:3, s. 132-151
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Tidskriftsartikel (refereegranskat)abstract
- Abstract in UndeterminedThis study examined the relationship between speech recognition, working memory and conversational skills in a group of 13 children/adolescents with cochlear implants (CIs) between 11 and 19 years of age. Conversational skills were assessed in a referential communication task where the participants interacted with a hearing peer of the same age and gender. The measures were the number of requests for clarification produced, time used to solve the task and the proportion of the different types of requests for clarification made by the participants with CIs. The results revealed that speech recognition correlated significantly with the general measures of conversational skills (time to solve the task and the total number of requests for clarification used). General working memory was associated with certain types of requests for clarification. The participants with better working memory capacity used more requests for confirmation of new information (i.e. made more suggestions of their own) and fewer requests for confirmation of already given information compared to the participants with poorer working memory. It thus seems as if both speech recognition and working memory contribute to conversational skills but in different ways. (Contains 1 figure and 2 tables.)
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- Lyxell, Björn, et al.
(författare)
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Cognitive development, reading and prosodic skills in children with cochlear implants
- 2009
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Ingår i: Scandinavian Journal of Psychology. - : Wiley. - 1467-9450 .- 0036-5564. ; 50:5, s. 463-474
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Tidskriftsartikel (refereegranskat)abstract
- This report summarizes some of the results of studies in our laboratory exploring the development of cognitive, reading and prosodic skills in children with cochlear implantation (CI). The children with CI performed at significantly lower levels than the hearing comparison group on the majority of cognitive tests, despite showing levels of nonverbal ability. The differences between children with CI and hearing children were most pronounced on tasks with relatively high phonological processing demands, but they were not limited to phonological processing. Impairment of receptive and productive prosody was also evident in children with CI. Despite these difficulties, 75% of the children with CI reached a level of reading skill comparable to that of hearing children. The results are discussed with respect to compensation strategies in reading.
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