Spoken Sentence Complexity and Grammar Use in Children with CIs

Autor/inn/en	Socher, Michaela; Ingo, Elisabeth
Titel	Spoken Sentence Complexity and Grammar Use in Children with CIs
Quelle	In: Journal of Deaf Studies and Deaf Education, 28 (2023) 3, S.280-287 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Socher, Michaela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enac051
Schlagwörter	Sentence Structure; Grammar; Deafness; Assistive Technology; Speech Communication; Syllables; Profiles; Comparative Analysis; Hearing (Physiology); Expressive Language; Task Analysis; Error Analysis (Language); Language Skills + Suchen Sie Ihr Suchwort? Satzbau; Satzstruktur; Grammatik; Gehörlosigkeit; Taubstummheit; Silbe; Charakterisierung; Profilanalyse; Gehör; Hören; Aufgabenanalyse; Error analysis; Language; Fehleranalyse; Language skill; Sprachkompetenz
Abstract	This study investigated if the language profiles of prelingually deaf children with bilateral cochlear implants (CIs) and children with typical hearing (TH) matched on their quantitative score on clinical spoken expressive language tasks differed in terms of sentence complexity, sentence length, and severity of grammatical errors. No significant differences were found between the groups in terms of (1) proportion of simple, conjoined, and complex sentences; (2) mean length of utterance based on words and syllables; and (3) proportion of local and global grammatical errors. The results indicate that the quantitative scores on the clinical spoken expressive language tasks are related to similar spoken language profiles in children with CIs and children with TH. These findings suggest that these tests can be used for meaningful comparisons of expressive spoken language skills. However, more studies are needed on the real-life expressive language skills of children with CIs, as clinical tests often rely on one specific modality (in this study: spoken language) and might therefore not accurately represent the language skills of the children. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01