Oral communicating children using a cochlear implant: Good reading outcomes are linked to better language and phonological processing abilities

Muenster, Kylie von; Baker, Elise

doi:10.1016/j.ijporl.2013.12.009

Cited by 12 publications

(19 citation statements)

References 41 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The present findings expand on past studies involving children with CIs that have found a similarly strong relationship between reading comprehension and single word reading skill (Geers, 2003;Johnson & Goswami, 2010;Vermeulen et al, 2007;von Muenster & Baker, 2014). One strength of the present study was that reading comprehension was analysed as the product of word reading and language comprehension, so the contribution made by each of these underlying skills was viewed in the context of the other.…”

Section: Text-level Reading Profiles In Beginning Readers With Cochlesupporting

confidence: 74%

“…The issue of sample age is therefore a critical factor that should be considered when analysing the relative statistical weightings of reading sub-skills to predict overall reading comprehension. Due to the heterogeneity inherent in the hearing-impaired population, it is not surprising that many studies have conducted regression-based analyses into reading comprehension, using a sample of children who fall within a wide age range (e.g., Johnson & Goswami, 2010;Nelson & Crumpton, 2015;von Muenster & Baker, 2014). Such findings, however, need to be interpreted with caution.…”

Section: Relationships Between Literacy Sub-skills In Children With Hmentioning

confidence: 99%

“…Past research has consistently demonstrated a significant relationship between word reading and reading comprehension in children with CIs (Geers, 2003;Johnson & Goswami, 2010;Vermeulen, van Bon, Schreuder, Knoors & Snik, 2007;von Muenster & Baker, 2014).…”

Section: Introductionmentioning

confidence: 97%

“…Where the relationship between phonological awareness and word reading has been examined in early readers with severe-to-profound hearing loss, it is often found to be significant (Colin, Magnan, Ecalle & Leybaert, 2007;Harris & Beech, 1998;Nittrouer et al, 2012;von Muenster & Baker, 2014). However, there are also indications that other nonphonological skills may have a greater-than-expected influence in guiding the development of word reading ability.…”

Section: Introductionmentioning

confidence: 99%

“…Some studies have found that exposure to AVT is associated with better speech and language outcomes, relative to other interventions (Dettman, Wall, Constantinescu & Dowell, 2013;Percy-Smith et al, 2018). The only studies to have investigated written language proficiency in AVT-exposed children have done so without reference to an age-matched control group (e.g., Dornan, Hickson, Murdoch, Houston & Constantinescu, 2010;von Muenster & Baker, 2014). It is therefore not yet fully understood how the combined effects of AVT and cochlear implantation are reflected in the context of developmental, age-based expectations.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Literacy development in children with cochlear implants

Bell¹

View full text Add to dashboard Cite

In general, school-age children with significant hearing loss demonstrate poorer literacy skills than their typically hearing (TH) peers. However, it is often difficult to infer from research findings which individual factors contribute to overall learning outcomes, given the high degree of heterogeneity in the hearing-impaired population. Since the development of any specialised intervention is based on evidence about the strengths and weaknesses of the targeted group, gaps in research arising from population variability have clinical and educational significance. Of the broader population of children who are deaf and hard of hearing, the research presented in this thesis pertains to a homogeneous group of beginning readers with significant bilateral hearing loss, who use cochlear implants (CIs) and communicate via solely spoken language. A psycholinguistic approach, founded on existing theoretical models, informed the collection and analysis of research findings in this thesis, which has thus allowed for specific interpretations as to the skills underlying reading and writing outcomes in children with CIs. iii Declaration by author This thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis. I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, financial support and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my higher degree by research candidature and does not include a substantial part of work that has been submitted to qualify for the award of any other degree or diploma in any university or other tertiary institution. I have clearly stated which parts of my thesis, if any, have been submitted to qualify for another award. I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

show abstract

Section: Text-level Reading Profiles In Beginning Readers With Cochlesupporting

confidence: 74%

Section: Relationships Between Literacy Sub-skills In Children With Hmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Literacy development in children with cochlear implants

Bell¹

View full text Add to dashboard Cite

show abstract

Reading Development in Children With Cochlear Implants Who Communicate via Spoken Language: A Psycholinguistic Investigation

Bell

Angwin

Wilson

et al. 2019

J Speech Lang Hear Res

View full text Add to dashboard Cite

Purpose This study sought to comprehensively examine the reading skills and subskills of children with cochlear implants (CIs) and gain insight into the processes underlying their early reading development. Method Fourteen 6- to 9-year-old children with CIs were assessed on a range of reading and spoken language measures. Their performances were compared to a control group of 31 children with normal hearing (NH) of the same chronological and mental age. Group differences were examined using t tests and regression modeling. Results Children with CIs performed significantly worse than children with NH on reading accuracy, phonological processing, and spoken language tasks. The predominant predictor of reading comprehension was word reading accuracy for the CI group and listening comprehension for the NH group. Word reading profiles were similar across groups, with orthographic and phonological processing skills both contributing significant variance. Conclusions Children with CIs demonstrated more early reading difficulties than their peers with NH. As predicted by the Simple View of Reading model, successful reading comprehension for all children related to skills in listening comprehension and word recognition. The CI group's increased reliance on word reading accuracy when comprehending written text may stem from reduced word recognition automaticity. Despite showing reduced reading accuracy, children with CIs appeared to draw on orthographic and phonological skills to a similar degree as children with NH when reading words in isolation.

show abstract

An examination of the early literacy skills of five- to six-year-old children who are deaf and hard of hearing

Evrenkaya¹,

Ergül

2022

Deafness & Education International

View full text Add to dashboard Cite

Oral communicating children using a cochlear implant: Good reading outcomes are linked to better language and phonological processing abilities

Cited by 12 publications

References 41 publications

Literacy development in children with cochlear implants

Literacy development in children with cochlear implants

Reading Development in Children With Cochlear Implants Who Communicate via Spoken Language: A Psycholinguistic Investigation

An examination of the early literacy skills of five- to six-year-old children who are deaf and hard of hearing

Contact Info

Product

Resources

About