Phonological Awareness and Print Knowledge of Preschool Children with Cochlear Implants

Autor/inn/en	Ambrose, Sophie E.; Fey, Marc E.; Eisenberg, Laurie S.
Titel	Phonological Awareness and Print Knowledge of Preschool Children with Cochlear Implants
Quelle	In: Journal of Speech, Language, and Hearing Research, 55 (2012) 3, S.811-823 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2011/11-0086)
Schlagwörter	Assistive Technology; Language Acquisition; Emergent Literacy; Phonological Awareness; Predictor Variables; Preschool Children; Printed Materials; Correlation; Speech Impairments; Language Impairments; Surgery; Comparative Analysis; Speech Skills; Auditory Perception + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Frühleseunterricht; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech impairments; Language handicaps; Chirurgie; Mündliche Leistung; Sprachfertigkeit; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik
Abstract	Purpose: To determine whether preschool-age children with cochlear implants have age-appropriate phonological awareness and print knowledge and to examine the relationships of these skills with related speech and language abilities. Method: The sample comprised 24 children with cochlear implants (CIs) and 23 peers with normal hearing (NH), ages 36 to 60 months. Children's print knowledge, phonological awareness, language, speech production, and speech perception abilities were assessed. Results: For phonological awareness, the CI group's mean score fell within one standard deviation of the Test of Preschool Early Literacy's (Lonigan, Wagner, Torgesen, & Rashotte, 2007) normative sample mean but was more than one standard deviation below the NH group mean. The CI group's performance did not differ significantly from that of the NH group for print knowledge. For the CI group, phonological awareness and print knowledge were significantly correlated with language, speech production, and speech perception. Together these predictor variables accounted for 34% of variance in the CI group's phonological awareness but no significant variance in their print knowledge. Conclusions: Children with CIs have the potential to develop age-appropriate early literacy skills by preschool age but are likely to lag behind their NH peers in phonological awareness. Intervention programs serving these children should target these skills with instruction and by facilitating speech and language development. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10