The Contribution of Phonological Processing to Reading and Spelling in Students with Cochlear Implants

Autor/inn/en	Werfel, Krystal L.; Hendricks, Alison Eisel
Titel	The Contribution of Phonological Processing to Reading and Spelling in Students with Cochlear Implants
Quelle	In: Language, Speech, and Hearing Services in Schools, 54 (2023) 3, S.967-980 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Werfel, Krystal L.) ORCID (Hendricks, Alison Eisel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Deafness; Hearing Impairments; Assistive Technology; Grade 3; Grade 4; Grade 5; Grade 6; Reading Skills; Spelling; Phonological Awareness; Literacy; Reading Processes; Predictor Variables; Memory; South Carolina; Clinical Evaluation of Language Fundamentals; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Reading skill; Lesefertigkeit; Schreibweise; Alphabetisierung; Schreib- und Lesefähigkeit; Leseprozess; Prädiktor; Gedächtnis
Abstract	Purpose: Children with cochlear implants (CIs) have difficulty with literacy, and although it is established that phonological processing underlies literacy skills in children with typical hearing (TH), the relation of phonological processing and literacy in children with CIs is not fully understood. This study evaluated the contributions of phonological processing to word-level reading and spelling skills of children with CIs. Method: Thirty children with CIs and 31 children with TH in Grades 3 through 6 completed measures of word reading, spelling, and phonological processing. The contributions of phonological processing (phonological awareness, phonological memory, and phonological recoding) to reading and spelling were evaluated. Results: Children with CIs scored lower across measures of reading, spelling, phonological awareness, and phonological memory, but not phonological recoding, than children with TH. Phonological processing components were significant predictors of reading and spelling for children with CIs but not for children with TH. Conclusions: This study underscores the important contribution of phonological processing, particularly phonological awareness and phonological memory, in literacy development for children who use CIs. These results suggest an urgent need for research into not only the underlying mechanisms that predict literacy outcomes but also evidence-based interventions to support these students' literacy. (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: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01