| 1. |
- Asker-Árnason, Lena, et al.
(author)
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The Relationship between Reading Comphehension, Working Memory and Language in Children with Cochlear Implants
- 2007
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In: Acta Neuropsychologica. - 1730-7503 .- 2084-4298. ; 5:4, s. 163-186
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Journal article (peer-reviewed)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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| 2. |
- Wass, Malin, et al.
(author)
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Reading Strategies and Cognitive Skills in Children with Cochlear Implants
- 2010
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In: Acta Neuropsychologica. - Warsaw, Poland : MedSportPress. - 1730-7503 .- 2084-4298. ; 8:2, s. 143-180
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Journal article (peer-reviewed)abstract
- The present study investigated WM capacity, lexical access, phonological skills and reading ability in 6 children with cochlear implants (CI), attending grades 1-3. For each test measure, the individual performance of the children with CI was compared to a grade-matched comparison group of children with normal hearing. Performance was also studied in relation to demographic factors. The results reveal that the children with CI have specific difficulties in tasks of phonological skills and phonological working memory (WM) where nonwords are used as test stimuli. They do not seem to have problems with phonological processing of words for which they have a well defined phonological representation. They also experienced relatively more difficulties in tasks on lexical access without any contextual info. We suggest that children with CI are particularly efficient in using compensatory strategies in situations where their auditory perception does not provide sufficient information to correctly match the incoming speech signal to a corresponding representation in the long-term phonological storage. The children with CI in this study are skilled readers, both for decoding of words and nonwords and for reading comprehension. They may use both orthographic and phonological reading strategies although most of them seem to be dependent on phonological decoding to some extent.
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| 3. |
- Wass, Malin, et al.
(author)
-
Reading strategies and cognitive skills in children with cochlear implants
- 2010
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In: Acta Neuropsychologica. - 1730-7503 .- 2084-4298. ; 8:2, s. 142-180
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Journal article (peer-reviewed)abstract
- Background: The present study investigated working memory capacity, lexical access, phonological skills and reading ability in 6 children with cochlear implants (CI), attending grades 1-3. For each test measure, the individual performance of the children was compared to a grade-matched comparison group of children with normal hearing. Performance was also studied in relation to demographic factors. Material/Methods: Cognitive skills were assessed in a computer-based test battery. Different aspects of each of the component skills were tapped in various subtests. Reading comprehension was measured by the Woodcock Reading Mastery Test and decoding was assessed in the Test of Word Reading (TOWRE). The children were also tested on orthographic learning. Results: These children with CI have specific difficulties in tasks of phonological skills and phonological working memory (WM) where nonwords are used as test stimuli. They do not seem to have problems with phonological processing of words for which they have a well defined phonological representation. They also experienced relatively more difficulties in tasks on lexical access without any contextual information. Conclusions: We suggest that children with CI are particularly efficient in using compensatory strategies in situations where their auditory perception does not provide sufficient information to correctly match the incoming speech signal to a corresponding representation in longterm phonological storage. The children with CI in this study were skilled readers, both for decoding of words and nonwords and for reading comprehension. They may use both orthographic and phonological reading strategies, although most of them seem to be dependent on phonological decoding to some extent.
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| 4. |
- Sahlén, Birgitta, et al.
(author)
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Reading in children of primary school age - A comparative study of children with hearing impairment and children with specific language impairment
- 2004
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In: Acta Neuropsychologica. - 1730-7503. ; 2:4, s. 393-407
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Journal article (peer-reviewed)abstract
- Background. Seigneuric et al. (2000) showed that reading comprehension in primary school age children with typical language development (TD) is strongly dependent on working memory. The purpose of the present study was to compare reading comprehension in primary school age children with mild/moderate hearing impairment (HI) and children with a preschool diagnosis of specific language impairment (SLI). Our aim was to explore the relative contribution of linguistic and working memory variables to reading comprehension. Material and Methods. The participants were 12 children with HI, 18 children with a preschool diagnosis of SLI, and 31 children with typical language development, 9-12 years of age. A range of language and reading measures were used as well as working memory tests: a competing language processing task and a nonword repetition test. Results. The children with HI performed as well as the group of children with TD on measures of reading (decoding and comprehension), whereas the children with SLI were outperformed by the children with HI and the children with TD. Reading comprehension was best predicted by rapid automatized naming (RAN) for the children with HI and by story comprehension in the children with SLI. Conclusion. The lack of correlation between working memory measures and reading in primary school age children in this study could be due to the small sample size, but another possible explanation is offered by theories claiming that language becomes increasingly independent of cognition with age.
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| 5. |
- Sahlén, Birgitta, et al.
(author)
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Word-decoding and reading-related skills in children with cochlear implants
- 2008
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In: Acta Neuropsychologica. - 1730-7503. ; 6:1, s. 61-82
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Journal article (peer-reviewed)abstract
- This study explores the role of working memory, language, and different time factors, including age at implant, time with implant, age at onset of deaf-ness, duration of deafness, on word-decoding skills (rapid reading of isolated words and non-words) in eighteen Swedish children with cochlear implants, who lost their hearing before 36 months of age. In general there was wide variability in language and cognitive skills among the eighteen children. Decoding scores (accuracy) correlated significantly with most linguistic and working memory measures even when age and duration of deafness were partialled out. Speed and accuracy measures for word decoding also remained significantly correlated, but not for non-word decoding when age was factored out. As for the time factors, no significant correlations with decoding of words/ non-words were found. In the second part of the study, fifteen of the children with CI were individually matched to hearing children studied by Lindström and Malmsten (2003). The children with CI were significantly less accurate, but they were faster decoding words and non-words than the age-matched hearing children. We found no significant difference between the groups on complex working memory, as measured by the CLPT (Competing Language Processing Task), nor on reading span tasks (word span and non-word span).
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| 6. |
- Wass, Malin, et al.
(author)
-
Reading strategies and cognitive skills i children with cochlear implants
- 2010
-
In: Acta Neuropsychologica. - 1730-7503. ; 8:2, s. 143-180
-
Journal article (peer-reviewed)abstract
- Abstract in UndeterminedThe present study investigated working memory capacity, lexical access, phonological skills and reading ability in 6 children with cochlear implants (CI), attending grades 1-3. For each test measure, the individual performance of the children was compared to a grade-matched comparison group of children with normal hearing. Performance was also studied in relation to demographic factors. Cognitive skills were assessed in a computer-based test battery. Different aspects of each of the component skills were tapped in various subtests. Reading comprehension was measured by the Woodcock Reading Mastery Test and decoding was assessed in the Test of Word Reading (TOWRE). The children were also tested on orthographic learning. These children with CI have specific difficulties in tasks of phonological skills and phonological working memory (WM) where nonwords are used as test stimuli. They do not seem to have problems with phonological processing of words for which they have a well defined phonological representation. They also experienced relatively more difficulties in tasks on lexical access without any contextual information. We suggest that children with CI are particularly efficient in using compensatory strategies in situations where their auditory perception does not provide sufficient information to correctly match the incoming speech signal to a corresponding representation in longterm phonological storage. The children with CI in this study were skill ed readers, both for decoding of words and nonwords and for reading comprehension. They may use both orthographic and phonological reading strategies, although most of them seem to be dependent on phonological decoding to some extent.
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