Phonological Awareness, Vocabulary, and Reading in Deaf Children with Cochlear Implants

Autor/inn/en	Johnson, Carol; Goswami, Usha
Titel	Phonological Awareness, Vocabulary, and Reading in Deaf Children with Cochlear Implants
Quelle	In: Journal of Speech, Language, and Hearing Research, 53 (2010) 2, S.237-261 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/1092-4388(2009/08-0139)
Schlagwörter	Control Groups; Phonology; Oral Language; Deafness; Phonological Awareness; Word Recognition; Memory; Assistive Technology; Vocabulary Development; Reading; Age Differences; Children; Adolescents; Auditory Stimuli; Task Analysis + Suchen Sie Ihr Suchwort? Fonologie; Oral interpretation; Mündlicher Sprachgebrauch; Gehörlosigkeit; Taubstummheit; Worterkennung; Gedächtnis; Wortschatzarbeit; Leseprozess; Lesen; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Auditive Stimulation; Aufgabenanalyse
Abstract	Purpose: To explore the phonological awareness skills of deaf children with cochlear implants (CIs) and relationships with vocabulary and reading development. Method: Forty-three deaf children with implants who were between 5 and 15 years of age were tested; 21 had been implanted at around 2.5 years of age (Early CI group), and 22 had been implanted at around 5 years of age (Late CI group). Two control groups--a deaf hearing aided group (16 children) and a typically developing group of hearing children (19 children)--were also tested. All children received a battery of phonological processing tasks along with measures of reading, vocabulary, and speechreading. Analyses focus on deaf children within the normal IQ range (n = 53). Results: Age at cochlear implantation had a significant effect on vocabulary and reading outcomes when quotient scores were calculated. Individual differences in age at implant, duration of fit, phonological development, vocabulary development, auditory memory, visual memory, and speech intelligibility were all strongly associated with progress in reading for the deaf implanted children. Patterns differed somewhat depending on whether quotient scores or standard scores were used. Conclusions: Cochlear implantation is associated with development of the oral language, auditory memory, and phonological awareness skills necessary for developing efficient word recognition skills. There is a benefit of earlier implantation. (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