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- Asker-Árnason, Lena, et al.
(författare)
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Reading Comprehension and Working Memory Capacity in Children with Hearing Loss and Cochlear Implants or Hearing Aids
- 2015
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Ingår i: Volta Review. - 0042-8639 .- 2162-5158. ; Volume 115(1):Spring/Summer 2015, s. 36-65
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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.
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- Grenner, Emily, et al.
(författare)
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Observational learning and narrative writing : improving text quality for children with and without hearing impairment
- 2015
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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.
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| 6. |
- 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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