Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation

Boons, Tinne; Raeve, Leo De; Langereis, Margreet; Peeraer, Louis; Wouters, Jan; Wieringen, Astrid Van

doi:10.1016/j.ridd.2013.03.003

Cited by 153 publications

(155 citation statements)

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“…Early diagnosis and early cochlear implantation are very important for the development of auditory processing, spoken language, reading, and other academic skills (e.g. Archbold et al, 2008;Niparko et al, 2010;Tajudeen et al, 2010;Yoshinaga et al, 2010;Boons et al, 2012b;Grieco-Calub and Litovsky, 2012;Tobey et al, 2013;Ching et al, 2013;Dettman et al, 2013;Leigh et al, 2013). Early access to sound enables 'early neural wiring' in the brain, which is advantageous for auditory and cognitive development, and which, in turn, will facilitate onset of babbling, a precursor for the development of spoken language (e.g.…”

Section: Early Implantation and Bilateral Inputmentioning

confidence: 99%

“…Still, even these children do not approach the age equivalent score. Multiple linear regression models including three child-related factors (gender, etiology, and presence or absence of additional disabilities), four auditory factors (age at diagnois, age at CI, hearing aid before CI, bilateral stimulation), and four environmental factors (multilingualism, communication modus, parental involvement and educational setting) show that age at fitting of the 1st CI is the most significant predictor of receptive and expressive language skills during the first 3 years after implantation (p < 0.001), accounting for 30e40% of the variance (Boons et al, 2012b). Other significant predictors were contralateral stimulation, monolingualism (many children of immigrants do not speak Dutch at home and demonstrate poorer spoken language skills), a stimulating and supportive involvement of the parents, and oral communication (with children of parents using oral communication outperforming children of parents using total communication or sign language).…”

Section: Spoken Languagementioning

confidence: 99%

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What can we expect of normally-developing children implanted at a young age with respect to their auditory, linguistic and cognitive skills?

Wieringen

Wouters

2015

Hearing Research

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Section: Early Implantation and Bilateral Inputmentioning

confidence: 99%

Section: Spoken Languagementioning

confidence: 99%

What can we expect of normally-developing children implanted at a young age with respect to their auditory, linguistic and cognitive skills?

Wieringen

Wouters

2015

Hearing Research

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“…Open-set speech recognition scores correlate significantly with measures of speech production and language [Tait et al, 2010]. Several studies reported significant mutually related improvements in auditory, speech, and vocabulary development but not in the development of more complex language performance [Svirsky et al, 2004;Geers et al, 2008;Archbold, 2010;De Raeve, 2010;Sparreboom et al, 2010;Boons et al, 2012Boons et al, , 2013. The reason for the relatively favorable vocabulary development contrasted to the more delayed morphosyntactical and pragmatic development might be that vocabulary is often taught in an explicit manner to deaf children, but for hearing children, more than 80% of language and, 'general knowledge' is acquired in incidental learning situations [Gillis and Schaerlaekens, 2000].…”

Section: Introductionmentioning

confidence: 99%

Verbal Cognition in Deaf Children Using Cochlear Implants: Effect of Unilateral and Bilateral Stimulation

2015

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The aim of this study is to assess the role of bilateral/bimodal device use in auditory speech perception in complex listening situations and long-term verbal cognition in deaf children using cochlear implants (CIs). Two groups of children are compared (unilateral and bilateral device users) concerning vocabulary, speech perception at conversational level and in complex listening situations, and verbal cognition. In this retrospective study, we collected data of 37 deaf children with normal learning potential of whom 16 were unilateral CI users and 21 were bilateral device users (9 with a bimodal fitting and 12 with bilateral CIs). We came to the conclusion that deaf children who use bilateral devices have the opportunity to develop good speech perception skills in complex listening conditions. These abilities enable at least some of the children to develop age-equivalent verbal cognition skills.

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“…Este dado confirma a ideia, referida por alguns autores, deste constituir um domínio em que as crianças com implante coclear exibem maiores dificuldades. Boons et al 40 verificaram estas dificuldades, em cerca de 50% das crianças com implante coclear que estudaram. Geers e Sedey 41 verificaram fenómeno idêntico num estudo que envolveu 112 crianças, com idade igual ou superior a 10 anos, implantadas entre os dois e os cinco anos de idade cronológica.…”

Section: Discussionunclassified

O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

et al. 2015

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Acta Med Port 2015 Jul-Aug;28(4):442-447 RESUMOIntrodução: As crianças com surdez neurossensorial severa a profunda podem adquirir vocabulário e estruturas sintácticas para comunicarem pela linguagem oral, após implante coclear. Objectivo: Identificar as capacidades linguísticas em crianças, com implante coclear. Material e Métodos: Estudou-se a linguagem oral em 18 crianças, entre nove e 10 anos, com surdez neurossensorial profunda bilateral congénita, com implante coclear, avaliadas com a Grelha de Observação da Linguagem-Nível Escolar. As pontuações obtidas foram comparadas com as das crianças normo-ouvintes com igual idade auditiva. Resultados: As pontuações nas estruturas linguísticas estudadas, crianças implantadas vs. padrão das normo-ouvintes foram: fonologia 29, 44 ± 8,4 vs. 29,68 ± 5,90, p = 0,91; semântica 18,55 ± 8,89 vs. 19,20 ± 4,85, p = 0,76; morfossintaxe 21,89 ± 12,85 vs. 26,35 ± 10,36, p = 0,159. Nas provas da estrutura semântica, não se registaram diferenças estatisticamente significativas. Na morfossintaxe, a diferença foi estatisticamente significativa na derivação das palavras, 2,83 ± 2,81 vs. 4,65 ± 1,64, p = 0,014. Na fonologia, verificou-se diferença significativa, na prova de discriminação de pseudopalavras, 6,6 ± 2,8 vs. 8,37 ± 2,32, p = 0,023. Na segmentação silábica, as crianças implantadas tiveram uma pontuação significativamente superior ao padrão 8,56 ± 1,6 vs. 5,9 ± 1,58, p < 0,001. Discussão: A semelhança das pontuações obtidas pelas crianças com implante coclear em relação ao padrão nas componentes linguísticas estudadas, confirma que o implante coclear promove o desenvolvimento da linguagem verbal oral nas crianças com surdez congénita. Conclusão: As crianças implantadas obtiveram ganhos de linguagem similares às normo-ouvintes com igual idade auditiva. Palavras-chave: Acústica da Fala; Criança; Desenvolvimento da Linguagem; Implantes Coclears; Percepção da Fala; Perda Auditiva Neurossensorial. ABSTRACT Introduction:Children with severe to profound sensorineural deafness can acquire vocabulary and syntactic structures to communicate by oral language, after cochlear implant. Aim: Identify the linguistic skills of children with cochlear implant. Material and Methods: Eighteen children of both gender, between 9 and 10 years, with congenital bilateral deafness, using cochlear implant, were studied. The evaluation instrument used was Observation Chart of Language-School Level. The results were compared with standard of normal-hearing children with the same hearing age. Results:The scores registered in the linguistics structures studied, comparing implanted children and standard, was: phonology, 29.44 ± 8.4 vs. 29.68 ± 5.90, p = 0.91; semantics, 18.55 ± 8.89 vs. 19.20 ± 4.85, p = 0.76; morpho-syntax 21.89 ± 12.85 vs. 26.35 ± 10.36, p = 0.159. Regarding the tests of semantics, there was no significant difference. Concerning the tests of morpho-syntactic structure, the difference was significant in the derivation of words, 2.83 ± 2.81 vs. 4.65 ± 1.64, p = 0.014. In the phonology, a s...

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Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation

Cited by 153 publications

References 52 publications

What can we expect of normally-developing children implanted at a young age with respect to their auditory, linguistic and cognitive skills?

What can we expect of normally-developing children implanted at a young age with respect to their auditory, linguistic and cognitive skills?

Verbal Cognition in Deaf Children Using Cochlear Implants: Effect of Unilateral and Bilateral Stimulation

O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

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