Effects of Segmental and Suprasegmental Speech Perception on Reading in Pediatric Cochlear Implant Recipients

Autor/inn/en	Grantham, Heather; Davidson, Lisa S.; Geers, Ann E.; Uchanski, Rosalie M.
Titel	Effects of Segmental and Suprasegmental Speech Perception on Reading in Pediatric Cochlear Implant Recipients
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 9, S.3583-3594 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davidson, Lisa S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Suprasegmentals; Auditory Perception; Decoding (Reading); Reading Comprehension; Deafness; Children; Assistive Technology; Scores; Gender Differences; Reading Tests; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Dekodierung; Leseverstehen; Gehörlosigkeit; Taubstummheit; Child; Kind; Kinder; Geschlechterkonflikt; Lesetest
Abstract	Purpose: The aim of this study was to determine whether suprasegmental speech perception contributes unique variance in predictions of reading decoding and comprehension for prelingually deaf children using two devices, at least one of which is a cochlear implant (CI). Method: A total of 104, 5- to 9-year-old CI recipients completed tests of segmental perception (e.g., word recognition in quiet and noise, recognition of vowels and consonants in quiet), suprasegmental perception (e.g., talker and stress discrimination, nonword stress repetition, and emotion identification), and nonverbal intelligence. Two years later, participants completed standardized tests of reading decoding and comprehension. Using regression analyses, the unique contribution of suprasegmental perception to reading skills was determined after controlling for demographic characteristics and segmental perception performance. Results: Standardized reading scores of the CI recipients increased with nonverbal intelligence for both decoding and comprehension. Female gender was associated with higher comprehension scores. After controlling for gender and nonverbal intelligence, segmental perception accounted for approximately 4% and 2% of the variance in decoding and comprehension, respectively. After controlling for nonverbal intelligence, gender, and segmental perception, suprasegmental perception accounted for an extra 4% and 7% unique variance in reading decoding and reading comprehension, respectively. Conclusions: Suprasegmental perception operates independently from segmental perception to facilitate good reading outcomes for these children with CIs. Clinicians and educators should be mindful that early perceptual skills may have long-term benefits for literacy. Research on how to optimize suprasegmental perception, perhaps through hearing-device programming and/or training strategies, is needed. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01