Evaluating Phonological Processing Skills in Children with Prelingual Deafness Who Use Cochlear Implants

Autor/inn/en	Spencer, Linda J.; Tomblin, J. Bruce
Titel	Evaluating Phonological Processing Skills in Children with Prelingual Deafness Who Use Cochlear Implants
Quelle	In: Journal of Deaf Studies and Deaf Education, 14 (2009) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enn013
Schlagwörter	Reading Difficulties; Phonological Awareness; Memory; Learning Processes; Reading Ability; Assistive Technology; Teaching Methods; Deafness; Word Recognition; Reading Processes; Parent Background; Mothers; Reading Tests; Evaluation Criteria; Measurement Techniques; Evaluation Research; Children; Disabilities; Adolescents + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Gedächtnis; Learning process; Lernprozess; Reading competence; Lesekompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Gehörlosigkeit; Taubstummheit; Worterkennung; Leseprozess; Elternhaus; Mother; Mutter; Lesetest; Messtechnik; Evaluationsforschung; Child; Kind; Kinder; Handicap; Behinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	This study investigated the phonological processing skills of 29 children with prelingual, profound hearing loss with 4 years of cochlear implant experience. Results were group matched with regard to word-reading ability and mother's educational level with the performance of 29 hearing children. Results revealed that it is possible to obtain a valid measure of phonological processing (PP) skills in children using CIs. They could complete rhyming tasks and were able to complete sound-based tasks using standard test materials provided by a commercial test distributor. The CI children completed tasks measuring PP, but there were performance differences between the CI users and the hearing children. The process of learning phonological awareness (PA) for the children with CIs was characterized by a longer, more protracted learning phase than their counterparts with hearing. Tests of phonological memory skills indicated that when the tasks were controlled for presentation method and response modality, there were no differences between the performance of children with CIs and their counterparts with hearing. Tests of rapid naming revealed that there were no differences between rapid letter and number naming between the two groups. Results yielded a possible PP test battery for children with CI experience. (Contains 8 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10