Reading, Writing, and Phonological Processing Skills of Adolescents With 10 or More Years of Cochlear Implant Experience

Geers, Ann E.; Hayes, Heather

doi:10.1097/aud.0b013e3181fa41fa

Cited by 213 publications

(168 citation statements)

References 47 publications

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“…Individual and environmental factors, such as early diagnosis of the hearing impairment and early exposure to a hearing aid; early education opportunities, including parent education and preschool education; quality of the educational environment and the curriculum and family environment could all affect the development of linguistic and academic skills in children (Antia et al, 2009;Karchmer & Mitchell, 2011). As observed in the findings of this study and as indicated in the literature, the age of first hearing aid plays an essential role in the development of oral language skills in hearing-impaired students and their literacy skills in the years to come (Geers & Hayes, 2011;Girgin, 2012). In this study, the first hearing aid age of the participants varied between seven and 29 months.…”

Section: Is There a Significant Relationship Between The Total Writinsupporting

confidence: 48%

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Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey

Karasu

2017

WJE

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Support services provide an essential role for hearing-impaired students attending public schools, in terms of improving their language and academic skills. In this study, the writing skills of hearing-impaired students enrolled in public schools were evaluated, and the relationship between the writing scores, audiological variables and educational variables were examined. Seventeen students, who were enrolled in in the primary and middle school classes of public schools and benefited from the support services, participated in this study. The results of the study indicated that the mean writing score of the students was 68.35 out of 100. It was determined that there is a relationship between the age of first hearing aid and the duration of preschool education. According to the results of the study, it can be stated that hearing-impaired students enrolled in public schools benefit from the support services designed according to their individual needs, along with early exposition to implant and early inclusion in education.

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Section: Is There a Significant Relationship Between The Total Writinsupporting

confidence: 48%

“…Cheng & Rose, 2009;Dostal, Bowers, Wolbers & Gabriel, 2015;Geers & Hayes, 2011;Heefner & Shaw, 1996;Lang & Albertini, 2001;Schley & Albertini, 2005;Wolbers, Dostal & Bowers, 2011). However, the number of studies on hearing-impaired students enrolled in public schools was found to be limited.…”

Section: Introductionmentioning

confidence: 99%

Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey

Karasu

2017

WJE

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“…One of the main, if not the main target of auditory rehabilitation of the cochlear implant is the development of language (ie, the ability to abstract and symbolize linguistic signs in a meaningful and contextualized way, allowing interaction and communication between people of the same linguistic community 7 ) in oral modality, especially when it comes to children with pre-lingual auditory hearing loss [7][8][9][10] .Following this concern, researchers have obtained important findings about what variables and processes are related to the language development of these children 10 , conditions that could improve auditory skills 5 and possible relations that these establish with the development of expressive skills, such as speech production 6,11 .…”

Section: Methodsmentioning

confidence: 99%

“…The inclusion of these students in the common education system and the indications of academic and language difficulties (in some cases) 5,10 may have encouraged researchers to investigate the relation between the use of cochlear implants and the development of auditory and language skills, as well as the ramifications for reading and writing acquisition processes 11,23,24 .…”

Section: Analysis By Publication Yearmentioning

confidence: 99%

“…KEYWORDS: Cochlear Implants; Language Development; Review Literature as Topic pre-lingual hearing loss, may be related to specific factors 7 . The age of implantation, time of use of cochlear implant, previous auditory skills, auditory rehabilitation and the educational environment has been identified as components that interfere with the language processes of this public 6,[10][11][12] .…”

Section: Introductionmentioning

confidence: 99%

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As implicações do implante coclear para desenvolvimento das habilidades de linguagem: uma revisão da literatura

et al. 2015

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Resumo: A reabilitação auditiva por meio do implante coclear tem constituído um campo de atuação e de pesquisa interdisciplinar, cujos interesses têm incidido na investigação das variáveis e processos relacionados às habilidades de linguagem dessa população. O presente estudo teve como objetivo apresentar uma revisão sistemática das pesquisas que investigaram as relações entre o uso do implante coclear e o desenvolvimento da linguagem. Para isso, foi realizada uma busca nas bases científicas Web of Science(r), Scielo(r) e LILACS(r), de 2003 a 2013, de estudos sob escopo da Audiologia (e de áreas correlatas), Educação, Reabilitação e Ciências do Comportamento; aplicando os unitermos "cochlear implant", "auditory recognition", "recognition", "speech", "speech production" e "language". Após um tratamento inicial dos resultados, foram selecionados para análise 86 artigos que foram classificados de acordo com os seguintes critérios: ano de publicação, periódico, área de pesquisa, tipo de estudo, habilidade investigada e a temática. Os resultados indicaram crescente avanço nesses estudos e uma ênfase em avaliar e/ou identificar possíveis fatores que interferem nos processos de linguagem de implantados cocleares, sendo essas pesquisas conduzidas majoritariamente pela Audiologia e áreas correlatas. Os estudos comparativos e explicativos foram os mais frequentes e têm destacado as habilidades auditivas, especificamente os fatores que afetam a percepção auditiva. Enquanto perspectivas futuras, poderão ser vislumbrados maior envolvimento científico de áreas interdisciplinares à Audiologia, ampliação de pesquisas sobre habilidades expressivas (como a produção oral) e fomento à estudos que investiguem intervenções (práticas baseadas em evidências) em linguagem para esse público.

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Neurocognitive Risk in Children With Cochlear Implants

Kronenberger

Beer

Castellanos

et al. 2014

JAMA Otolaryngol Head Neck Surg

111

117

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IMPORTANCE Children who receive a cochlear implant (CI) for early severe to profound sensorineural hearing loss may achieve age-appropriate spoken language skills not possible before implantation. Despite these advances, reduced access to auditory experience may have downstream effects on fundamental neurocognitive processes for some children with CIs. OBJECTIVE To determine the relative risk (RR) of clinically significant executive functioning deficits in children with CIs compared with children with normal hearing (NH). DESIGN, SETTING, AND PARTICIPANTS In this prospective, cross-sectional study, 73 children at a hospital-based clinic who received their CIs before 7 years of age and 78 children with NH, with average to above average mean nonverbal IQ scores, were recruited in 2 age groups: preschool age (age range, 3–5 years) and school age (age range, 7–17 years). No children presented with other developmental, cognitive, or neurologic diagnoses. INTERVENTIONS Parent-reported checklist measures of executive functioning were completed during psychological testing sessions. MAIN OUTCOMES AND MEASURES Estimates of the RR of clinically significant deficits in executive functioning (≥ 1 SDs above the mean) for children with CIs compared with children with NH were obtained based on 2 parent-reported child behavior checklists of everyday problems with executive functioning. RESULTS In most domains of executive functioning, children with CIs were at 2 to 5 times greater risk of clinically significant deficits compared with children with NH. The RRs for preschoolers and school-aged children, respectively, were greatest in the areas of comprehension and conceptual learning (RR [95% CI], 3.56 [1.71–7.43] and 6.25 [2.64–14.77]), factual memory ( 4.88 [1.58–15.07] and 5.47 [2.03–14.77]), attention (3.38 [1.03–11.04] and 3.13 [1.56–6.26]), sequential processing (11.25 [1.55–81.54] and 2.44 [1.24–4.76]), working memory (4.13 [1.30–13.06] and 3.64 [1.61–8.25] for one checklist and 1.77 [0.82–3.83] and 2.78 [1.18–6.51] for another checklist), and novel problem-solving (3.93 [1.50–10.34] and 3.13 [1.46–6.67]). No difference between the CI and NH samples was found for visual-spatial organization (2.63 [0.76–9.03] and 1.04 [0.45–2.40] on one checklist and 2.86 [0.98–8.39] for school-aged children on the other checklist). CONCLUSIONS AND RELEVANCE A large proportion of children with CIs are at risk for clinically significant deficits across multiple domains of executive functioning, a rate averaging 2 to 5 times that of children with NH for most domains. Screening for risk of executive functioning deficits should be a routine part of the clinical evaluation of all children with deafness and CIs.

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Reading, Writing, and Phonological Processing Skills of Adolescents With 10 or More Years of Cochlear Implant Experience

Cited by 213 publications

References 47 publications

Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey

Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey

As implicações do implante coclear para desenvolvimento das habilidades de linguagem: uma revisão da literatura

Neurocognitive Risk in Children With Cochlear Implants

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