Comprehension of abstract words among hearing impaired children

Objectives: This study aimed to investigate a wide variety of factors that influence auditory, speech, and language development following pediatric cochlear implantation (CI). Study design:Prospective collection of language tested data in profound hearing-impaired children.Hypothesis: Pediatric CI can potentially be effective to development of practical communication skills and early implantation is more effective. Methods:We proposed a set of language tests (assessment package of the language development for Japanese hearing-impaired children; ALADJIN) were CI-hearing aid (HA) users, and 2 (1.1%) were bilateral CI users.Hearing loss level of CI users was significantly (p < 0.01) worse than that of HA-only users. However, the threshold level, maximum speech discrimination score, and speech intelligibility rating in CI users were significantly (p < 0.01) better than those in HA-only users. The scores for PVT-R (p < 0.01), SCTAW, and WFT in CI users were better than those in HA-only users. STA and TQAID scores in CI-HA users were significantly (p < 0.05) better than those in unilateral CI-only users. The high correlation (r=0.52) has been found between the age of CI and maximum speech discrimination score. The scores of speech and language tests in the implanted children before 24 months of age have been better than those in the implanted children after 24 months of age. Conclusions:We could indicate that CI was effective for language 5 development in Japanese hearing-impaired children and early CI was more effective for productive vocabulary and syntax.6

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“…We used the test for question-answer interaction development previous studies (9,10). Only school-aged children were subjected to this test.…”

Section: Test Batterymentioning

confidence: 99%

Language development in Japanese children who receive cochlear implant and/or hearing aid

Iwasaki

Nishio

Moteki

et al. 2012

International Journal of Pediatric Otorhinolaryngology

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“…Another study by Kunisue et al (2007) demonstrates the effect that vocabulary knowledge has not only on the reading comprehension of hearing impaired learners but also on the development of their academic language skills. Kunisue et al (2007Kunisue et al ( :1672 argue that "[t]he ability to comprehend abstract words and ideas are essential in the development of academic language skills for hearing impaired children". Abstract words and ideas pose as a challenge to reading comprehension not only to hearing impaired learners but to hearing learners as well.…”

Section: Reading Comprehension Skills Of Hearing Impaired Learnersmentioning

confidence: 99%

“…Abstract words and ideas pose as a challenge to reading comprehension not only to hearing impaired learners but to hearing learners as well. It is therefore essential that both hearing and hearing impaired learners acquire such vocabulary "[b]ecause the acquisition of this abstract vocabulary plays an important role in development of their learning skills" (Kunisue et al 2007(Kunisue et al :1672. Additionally, hearing impaired learners need to be exposed to figurative language such as idioms and proverbs because in most cases figurative language knowledge of hearing impaired children is much poorer than that of hearing children (Giang & Inho 2014).…”

Section: Reading Comprehension Skills Of Hearing Impaired Learnersmentioning

confidence: 99%

Inclusion or Exclusion? Critical Needs of Hearing Impaired Learners during an English Reading Comprehension Lesson

Hara¹

2020

JLSS

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Drawing on the social inclusion theoretical model, this study examines critical needs of hearing impaired learners during an English reading comprehension lesson. Some of the challenges that hearing impaired learners experience arise due to their exclusion from activities, participation and access. The study utilised qualitative approaches through semi-structured interviews. A total of twenty-six participants from three secondary schools located in the northern region of Malawi participated in this study as follows: seven regular teachers, two specialist teachers, two resource persons and fifteen hearing impaired learners. The results reveal that most hearing impaired learners do not manage to attain all reading comprehension objectives. Although teachers use a combination of strategies during a reading comprehension lesson, they do not utilise strategies that promote higher-order cognitive thinking skills. Finally, the results reveal that hearing impaired learners encounter several challenges some of which may be avoided if teachers embrace inclusive practices. The results have implications for stakeholders, teachers and researchers as follows: there is a need to improve the inclusive system of education by providing in-service training for teachers and employing competent specialist teachers and resource persons to facilitate the learning of hearing impaired learners. There is also a need to improve the learning and teaching facilities for inclusive schools as teachers and learners bemoan lack of teaching and learning materials suitable for hearing impaired learners. Teachers would be able to overcome some of the barriers to participation and learning which arise due to inadequate teaching and learning resources. Further research

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“…The details of this method for hearingimpaired children are reported elsewhere. 15,16 The SCTAW is performed solely for school-age children. For these tests, the children were first encouraged to use a phonetic presentation of stimulus words, and if the child could not hear the stimulation words, the words were spelled out for the child either with letters or with the manual alphabet.…”

Section: Subjectsmentioning

confidence: 99%

Assessment Package for Language Development in Japanese Hearing-Impaired Children (ALADJIN) as a Test Battery for the Development of Practical Communication

Fukushima¹,

Kasai²,

Omori³

et al. 2012

Ann Otol Rhinol Laryngol

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Objectives: The measurement of language development in hearing-impaired children is an important step in assessing the appropriateness of an intervention. We proposed a set of language tests (the Assessment Package for Language Development in Japanese Hearing-Impaired Children [ALADJIN]) to evaluate the development of practical communication skills. This package consisted of communication skills (TQAID), comprehensive (PVT-R and SCTAW) and productive vocabulary (WFT), comprehensive and productive syntax (STA), and the STRAW. Methods: A total of 638 children with greater than 70-dB hearing impairment were subjected to this set of language tests. Additional tests, including the PARS, the RCPM, and parental questionnaires, were administered to assess the backgrounds of the children. Results: A trimodal distribution was observed among hearing-impaired children by the histogram-based analysis of each test. Conclusions: The ALADJIN is a useful Japanese-language evaluation kit for hearing-impaired children.

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Comprehension of abstract words among hearing impaired children

Cited by 11 publications

References 11 publications

Language development in Japanese children who receive cochlear implant and/or hearing aid

Language development in Japanese children who receive cochlear implant and/or hearing aid

Inclusion or Exclusion? Critical Needs of Hearing Impaired Learners during an English Reading Comprehension Lesson

Assessment Package for Language Development in Japanese Hearing-Impaired Children (ALADJIN) as a Test Battery for the Development of Practical Communication

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