Cognitive development in children with cochlear implants: Relations to reading and communication

Lyxell, Björn; Sahlén, Birgitta; Wass, Malin; Ibertsson, Tina; Larsby, Birgitta; Hällgren, Mathias; Mäki‐Torkko, Elina

doi:10.1080/14992020802307370

Cited by 60 publications

(77 citation statements)

References 24 publications

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“…Consistent with previous studies [10,25], similar performance levels were evident for complex as well as for visual working memory in NH and the whole group of DHH children. This was not apparent for DHH with weak initial PhPS.…”

Section: Working Memory Capacity and Other Measures Pre Interventionsupporting

confidence: 79%

“…The less efficient lexical access of DHH may have several reasons. First, it may reflect a less developed semantic network related to a reduced auditory stimulation during critical developmental periods in the DHH child's life [7,8,[10][11][12]. This probably leaves the DHH child with a poorer lexical network (fewer lexical representations and weaker links between them) in long-term memory.…”

Section: Working Memory Capacity and Other Measures Pre Interventionmentioning

confidence: 99%

“…Due to their intimate connection to the sound structure of spoken language, there are many Deaf and Hard of Hearing children (DHH) who struggle to develop them [2][3][4]. PhPS is further related to the acquisition and use of lexical items as well as to the building and organization of the mental lexicon [5,6], which is especially difficult for DHH children who experience periods of auditory deprivation or distortion [7][8][9][10][11][12]. Additionally, PhPS are interconnected to the development of phonological decoding, a skill that is challenging to achieve for many profoundly deaf children [13][14][15].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain

Mentzer

Lyxell²,

Sahlén

et al. 2014

Commun Disord Deaf Stud Hearing Aids

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The present study investigated cognitive abilities (i.e. Phonological Processing Skills (PhPS), lexical access, complex and visual Working Memory (WM), and letter knowledge) in Deaf and Hard of Hearing children (DHH) 5, 6 and 7 years of age using cochlear implants or hearing aids. Children with Normal Hearing (NH) served as a reference group. All children took part of a computer-assisted intervention with a phonics approach for 4 weeks aimed to support PhPS. The first aim of the study was to examine associations between cognitive abilities and Phonological Processing Skills (PhPS) pre intervention in DHH and NH children respectively. The second aim was to examine cognitive predictors of phonological gain post intervention. Finally, the influence of background variables on phonological gain was examined in NH and DHH respectively and in DHH children with weak PhPS particularly. Results showed comparable performance level in NH and DHH children on the majority of cognitive tasks, but weaker PhPS and lexical access in the DHH children. A significant association between PhPS and complex WM was only evident in DHH children. This finding suggests that DHH recruit more cognitive resources in phonological processing. A phonological representation task was the single predictor of phonological gain in DHH children. Children with initial weak performance on this task but had letter-naming skills, displayed relatively more phonological gain from the phonics training. Children with difficulties with the phonological representation task were older when diagnosed and had an older age at amplification. Further, these children displayed broader cognitive difficulties, suggesting that reduced access to auditory stimulation may have wide ranging effects on cognitive development.

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Section: Working Memory Capacity and Other Measures Pre Interventionsupporting

confidence: 79%

Section: Working Memory Capacity and Other Measures Pre Interventionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain

Mentzer

Lyxell²,

Sahlén

et al. 2014

Commun Disord Deaf Stud Hearing Aids

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show abstract

“…In addition, Moog's report [2002] of a small group that included only 17 individuals showed that more than 70% scored within the average range for reading of NH children at their age. The recent literature has shown that children with CIs can reach levels of reading comprehension comparable to those of NH children, although not all of them do so [Geers et al, 2008;Lyxell et al, 2008]. Archbold et al [2008] conducted a follow-up study that included 105 children and found an overall mean reading delay of 2.2 years after 7 years of device use.…”

Section: Introductionmentioning

confidence: 99%

“…Archbold et al [2008] conducted a follow-up study that included 105 children and found an overall mean reading delay of 2.2 years after 7 years of device use. In their study of cognitive and communicative development, Lyxell et al [2008] found that a fairly high proportion of the hearingimpaired children with CIs can reach a level of reading comprehension that matches NH children, despite the fact that they have relatively poor phonological skills. Johnson and Goswami [2005] examined the phonological awareness skills of children with CIs and compared the reading ability among groups of deaf children who used CIs, hearing aids and age-matched hearing children.…”

Section: Introductionmentioning

confidence: 99%

Long-Term Language Levels and Reading Skills in Mandarin-Speaking Prelingually Deaf Children with Cochlear Implants

Chen

Chan

et al. 2010

Audiol Neurotol

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The aim of this study was to document receptive and expressive language levels and reading skills achieved by Mandarin-speaking children who had received cochlear implants (CIs) and used them for 4.75–7.42 years. The effects of possible associated factors were also analyzed. Standardized Mandarin language and reading tests were administered to 39 prelingually deaf children with Nucleus 24 devices. The Mandarin Chinese version of the Peabody Picture Vocabulary Test was used to assess their receptive vocabulary knowledge and the Revised Primary School Language Assessment Test for their receptive and expressive language skills. The Graded Chinese Character Recognition Test was used to test their written word recognition ability and the Reading Comprehension Test for their reading comprehension ability. Raw scores from both language and reading measurements were compared to normative data of nor- mal-hearing children to obtain standard scores. The results showed that the mean standard score for receptive vocabulary measurement and the mean T scores for the receptive language, expressive language and total language measurement were all in the low-average range in comparison to the normative sample. In contrast, the mean T scores for word and text reading comprehension were almost the same as for their age-matched hearing counterparts. Among all children with CIs, 75.7% scored within or above the normal range of their age-matched hearing peers on receptive vocabulary measurement. For total language, Chinese word recognition and reading scores, 71.8, 77 and 82% of children with CIs were age appropriate, respectively. A strong correlation was found between language and reading skills. Age at implantation and sentence perception scores account for 37% of variance for total language outcome. Sentence perception scores and preimplantation residual hearing were revealed to be associated with the outcome of reading comprehension. We concluded that by using standard tests, the language development and reading skill of Mandarin-speaking children who use CIs from a young age appear to fall within the normal range of their hearing age mates, at least after 4.8–7.4 years of experience. However, to fully evaluate the fine linguistic skills of these subjects, a more detailed study and longer follow-up period are needed.

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Educational Considerations: Supporting Children with Cochlear Implants in Mainstream Schools

Mellon¹,

Adams²,

Gates-Ulanet³

et al. 2016

Pediatric Cochlear Implantation

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Cognitive development in children with cochlear implants: Relations to reading and communication

Cited by 60 publications

References 24 publications

The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain

The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain

Long-Term Language Levels and Reading Skills in Mandarin-Speaking Prelingually Deaf Children with Cochlear Implants

Educational Considerations: Supporting Children with Cochlear Implants in Mainstream Schools

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