Cued Speech for Enhancing Speech Perception and First Language Development of Children With Cochlear Implants

Leybaert, Jacqueline; LaSasso, Carol

doi:10.1177/1084713810375567

Cited by 44 publications

(48 citation statements)

References 73 publications

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“…Early exposure to audio-visual speech is critical to develop balanced speech perception multi-modal brain networks (Schorr, Fox, van Wassenhove, & Knudsen, 2005). Accordingly, we and others previously showed that early and intensive exposure to cued speech enhances speech perception (Leybaert & LaSasso, 2010), phonemic awareness and reading skills in children with a Cl Colin et al, 2010). Once phonological representations become sufficiently accurate, children could progressively switch to purely auditory speech learning.…”

Section: Discussionmentioning

confidence: 91%

Atypical phonological processing impairs written word recognition in children with cochlear implants

Bouton¹,

Colé

Serniclaes

et al. 2015

Language, Cognition and Neuroscience

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International audienceChildren equipped with cochlear implant (CI) do not achieve similar levels of word recognition as typical hearing (TH)children, but it is unclear whether the reading deficit results from less accurate phonological representations, atypicalreading procedures, or both. Phonological representations are crucial for reading acquisition in an alphabetic writingsystem, but CI users learn to read without having achieved the same level of speech perception as TH children. In thisbehavioural study, we addressed whether word reading in children using a CI (n = 25) is as strongly anchored inphonological operations as in TH children, matched for both chronological age (n = 25) and reading experience (n = 25).Using auditory phoneme perception tasks, we confirmed that children with a CI performed less accurately than TH children.When further tested for visual word recognition, CI users applied the same basic reading procedure as TH children, i.e.,they read pseudowords through phonological decoding and irregular words through orthographic coding. Finally, using avisual lexical task where subjects had to decide whether pseudowords were or not real words, we observed that CI usersrejected word homophones as accurately as TH children, but performed less well than TH controls for rejecting nonhomophonespseudowords. Preserved performance for homophones but not for non-homophones relative to controlssuggests that children using a CI compensate for defective phonological processing by relying on lexical representations.Altogether, this series of studies allows us to propose that the reading operations in children with a CI are similar in natureas in TH children, yet constrained by less reliable phonological representations

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Section: Discussionmentioning

confidence: 91%

Atypical phonological processing impairs written word recognition in children with cochlear implants

Bouton¹,

Colé

Serniclaes

et al. 2015

Language, Cognition and Neuroscience

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“…Our search returned five studies to date that have tested audiovisual integration at the phoneme level in adults with cochlear implants (Agelfors 1996; Desai et al 2008; Leybaert et al 2010; Rouger et al 2008; Strelnikov et al 2009). Taken together, these studies have shown consistent improvement in phoneme perception (15- to 20-percentage points) under audiovisual conditions when compared with unimodal perception in quiet.…”

Section: Speech Perception With Cismentioning

confidence: 99%

Multisensory Integration in Cochlear Implant Recipients

et al. 2017

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Speech perception is inherently a multisensory process involving integration of auditory and visual cues. Multisensory integration in cochlear implant (CI) recipients is a unique circumstance in that the integration occurs following auditory deprivation and the provision of hearing via the CI. Despite the clear importance of multisensory cues for perception in general, and for speech intelligibility specifically, the topic of multisensory perceptual benefits in CI users has only recently begun to emerge as an area of inquiry. We review the research that has been conducted on multisensory integration in CI users to date, and suggest a number of areas needing further research. The overall pattern of results indicates that many CI recipients show at least some perceptual gain that can be attributable to multisensory integration. The extent of this gain, however, varies based on a number of factors, including age of implantation and specific task being assessed (e.g. stimulus detection, phoneme perception, word recognition). Whereas both children and adults with CIs obtain audiovisual benefits for phoneme, word, and sentence stimuli, neither group shows demonstrable gain for suprasegmental feature perception. Additionally, only early-implanted children and the highest performing adults obtain audiovisual integration benefits similar to individuals with normal hearing. Increasing age of implantation in children is associated with poorer gains resultant from audiovisual integration, suggesting a sensitive period in development for the brain networks that subserve these integrative functions, as well as length of auditory experience. This finding highlights the need for early detection of and intervention for hearing loss, not only in terms of auditory perception, but also in terms of the behavioral and perceptual benefits of audiovisual processing. Importantly, patterns of auditory, visual, and audiovisual responses suggest that underlying integrative processes may be fundamentally different between CI users and typical-hearing listeners. Future research, particularly in low-level processing tasks such as signal detection, will help to further assess mechanisms of multisensory integration for individuals with hearing loss, both with and without CIs.

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“…Cochlear implants improve literacy skills and their benefits are greater if the child is exposed earlier to oral communication (Connor, Craig, Raudenbush, Heavner & Zwolan, ; Geers, Mitchell, Warner‐Czyz et al ., ). Other strategies, such as cued speech, have been applied to increase learning performance and ultimately improve literacy skills (Colin, Ecalle, Truy, Lina‐Granade & Magnan, ; Leybaert & La Sasso, ).…”

Section: Introductionmentioning

confidence: 99%

Dialogic reading in the rehabilitation of Children with Hearing Loss and the “Born to Read” Project: A pilot study

Continisio

Mattiello

Toscano

et al. 2018

Scandinavian J Psychology

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The "born to read" initiative entails a dialogic reading to children in poor socio-economical conditions aimed at fostering cognitive and relational skills. Reading is professionally delivered by experts to promote psycho-social development of children and their parents. In this study the project was extended to include children positive at early screening for hearing impairment. A total of 26 children were included and 14 parents were taught to read aloud and emphatically. Reading session were delivered for at least 10 minutes at least 3 times/week, usually at bedtime, for one year. The Griffiths scale were applied to explore the expressive and receptive language skills (Scale C) and eye and hand coordination (Scale D), as measures of linguistic and neurocognitive skills. Program sustainability and reactions by the parents were also investigated. All 14 families successfully received the training, becoming capable of reading aloud and emphatically and provided reading sessions for the entire duration of the study. Children receiving the intervention performed slightly better than controls and those who were exposed to increased number of sessions, performed even better although the differences with controls were not significant. Parents enjoyed reading to their children. They expressed satisfaction and gratitude for being able to play an active and productive role in children rehabilitation. The results of this pilot study suggest that the born to read initiative may be considered in adjunct to medical and psychological interventions to enhance the benefits of early screening of hearing function.

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Cued Speech for Enhancing Speech Perception and First Language Development of Children With Cochlear Implants

Cited by 44 publications

References 73 publications

Atypical phonological processing impairs written word recognition in children with cochlear implants

Atypical phonological processing impairs written word recognition in children with cochlear implants

Multisensory Integration in Cochlear Implant Recipients

Dialogic reading in the rehabilitation of Children with Hearing Loss and the “Born to Read” Project: A pilot study

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