Language Acquisition in Young German- Speaking Children with Cochlear Implants: Individual Differences and Implications for Conceptions of a ‘Sensitive Phase’

Szagun, Gisela

doi:10.1159/000046134

Cited by 69 publications

(82 citation statements)

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“…As data from studies conducted by Szagun (2004) and TorresMonreal (2008, 2010) reveal, this domain of language acquisition is particularly important and sensitive to a lack of precise input provided by the cochlear implant. The capacity to develop morphosyntax easily in response to a well-specified input also tends to diminish with age, although the limits of a precise "sensitive period" cannot be fixed at the present time (Szagun, 2001). …”

Section: Discussionmentioning

confidence: 99%

“…Audition through the cochlear implant may not be sufficient to ensure optimum development of morphosyntactical abilities (Le Normand, 2003Spencer, 2004;Svirsky, Stallings, Lento, Ying, & Leonard, 2002;Szagun, 2001;. In a longitudinal study with German children, Szagun (2001) compared the increase of mean length of utterance (MLU) over a period of 18 months in two groups: deaf children with a cochlear implant and normally hearing peers initially matched for MLU = 1. She found that the cochlear implantees were delayed in the development of MLU, compared with the normally hearing children.…”

Section: Evidence That Cueing a Language Via Cued Speech Facilitates mentioning

confidence: 99%

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Cued Speech for Enhancing Speech Perception and First Language Development of Children With Cochlear Implants

Leybaert

LaSasso

2010

Trends in Amplification

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Nearly 300 million people worldwide have moderate to profound hearing loss. Hearing impairment, if not adequately managed, has strong socioeconomic and affective impact on individuals. Cochlear implants have become the most effective vehicle for helping profoundly deaf children and adults to understand spoken language, to be sensitive to environmental sounds, and, to some extent, to listen to music. The auditory information delivered by the cochlear implant remains non-optimal for speech perception because it delivers a spectrally degraded signal and lacks some of the fine temporal acoustic structure. In this article, we discuss research revealing the multimodal nature of speech perception in normally-hearing individuals, with important inter-subject variability in the weighting of auditory or visual information. We also discuss how audio-visual training, via Cued Speech, can improve speech perception in cochlear implantees, particularly in noisy contexts. Cued Speech is a system that makes use of visual information from speechreading combined with hand shapes positioned in different places around the face in order to deliver completely unambiguous information about the syllables and the phonemes of spoken language. We support our view that exposure to Cued Speech before or after the implantation could be important in the aural rehabilitation process of cochlear implantees. We describe five lines of research that are converging to support the view that Cued Speech can enhance speech perception in individuals with cochlear implants.

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Section: Discussionmentioning

confidence: 99%

Section: Evidence That Cueing a Language Via Cued Speech Facilitates mentioning

confidence: 99%

Cued Speech for Enhancing Speech Perception and First Language Development of Children With Cochlear Implants

Leybaert

LaSasso

2010

Trends in Amplification

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“…This gap in reading achievement between children with hearing impairment and children with normal hearing sensitivity widens as severity of hearing loss increases (Karchmer, Milone, & Wolk, 1979). In recent and separate studies, use of cochlear implants (L. Spencer, Tomblin, & Gantz, 1998;Svirsky, Stallings, Lento, Ying, & Leonard, 2002;Szagun, 2001;Tomblin, Spencer, Flock, Tyler, & Ganz, 1999) and early exposure to sign language (Padden & Ramsey, 1998 have been positively associated with vocabulary and literacy skills. Further, multiple factors affect the reading skills of children with cochlear implants (Geers, 2002(Geers, ,2003Geers et al, 2002;Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001), just as multiple factors affect the reading skills of children with normal hearing sensitivity (Geers, 2002;Geers et al, 2002;Rayner et al, 2001).…”

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Examining Multiple Sources of Influence on the Reading Comprehension Skills of Children Who Use Cochlear Implants

Connor

Zwolan

2004

J Speech Lang Hear Res

155

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Children with profound deafness are at risk for serious reading difficulties. Multiple factors affect their development of reading skills, including use of cochlear implants. Further, multiple factors influence the overall success that children experience with their cochlear implants. These factors include the age at which they receive an implant, method of communication, vocabulary skills, preoperative residual hearing, and socioeconomic status. Ninety-one children with prelingual and profound hearing impairments who received cochlear implants at varying ages participated in the study. Structural equation modeling confirmed that multiple factors affected young cochlear implant users' reading comprehension skills and that there were significant associations between the predictors of reading comprehension. Pre-implant vocabulary had an indirect positive effect on reading through postimplant vocabulary, which had a direct positive effect on reading. Overall, children with stronger language skills demonstrated stronger reading outcomes. Age at implantation both directly and indirectly, through postimplant vocabulary, affected reading outcomes, and the total effect was large. Children who were younger when they received their implants tended to have higher reading comprehension scores. Socioeconomic status negatively affected reading. Children who used total communication prior to implantation tended to have stronger pre-implant vocabulary scores, but the total effect of pre-implant communication method on children's reading skills was negligible. Research and educational implications are discussed. KEY WORDS: deafness, literacy, language development, communication, sign language, socioeconomic status (SES)C hildren with profound hearing losses are at particular risk for serious reading difficulties. On average, these children graduate from high school with reading skills at a third-grade level (Allen, 1986;Holt, 1994). This gap in reading achievement between children with hearing impairment and children with normal hearing sensitivity widens as severity of hearing loss increases (Karchmer, Milone, & Wolk, 1979). In recent and separate studies, use of cochlear implants (L. Spencer, Tomblin, & Gantz, 1998;Svirsky, Stallings, Lento, Ying, & Leonard, 2002;Szagun, 2001;Tomblin, Spencer, Flock, Tyler, & Ganz, 1999) and early exposure to sign language (Padden & Ramsey, 1998 have been positively associated with vocabulary and literacy skills. Further, multiple factors affect the reading skills of children with cochlear implants (Geers, 2002(Geers, ,2003Geers et al., 2002;Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001), just as multiple factors affect the reading skills of children with normal hearing sensitivity (Geers, 2002;Geers et al., 2002;Rayner et al., 2001). Although there is research that has explored the multiples sources that affect reading skills among children with profound hearing losses, there is little research that has used multilevel modeling. The chief advantage of multilevel models is that they ...

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“…However, children implanted at the youngest ages (12-23 months) tend to have more profound hearing losses than those implanted somewhat later (Nicholas & Geers, 2006b). Further, children with greater residual hearing preimplant have been found to exhibit better spoken language skills following cochlear implantation (Nicholas & Geers, 2006b;Szagun, 2001). This may be due to their early pre- …”

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confidence: 99%

Expected Test Scores for Preschoolers With a Cochlear Implant Who Use Spoken Language

Nicholas

Geers

2008

Am J Speech Lang Pathol

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Purpose-The major purpose of this study was to provide information about expected spoken language skills of preschool-aged children who are deaf and who use a cochlear implant. A goal was to provide "benchmarks" against which those skills may be compared, for a given age at implantation. We also examined whether parent-completed checklists of children's language were correlated with results of standardized language tests and whether scores increased linearly with decreasing age-ofimplantation and increasing duration of cochlear implant use.Method-Participants were a nation-wide sample of 76 children who were deaf and orally-educated and who received an implant by 38 months of age. Formal language tests were administered at age 4.5 years. The MacArthur-Bates Communicative Development Inventory (MBCDI) was completed by parents when children were ages 3.5 and 4.5 years.Results-Based on regression analyses, expected test scores for each age at implant are provided for two commonly administered language tests at 4.5 years of age and MBCDI subscale scores at 3.5 and 4.5 years. Concurrent test scores were significantly correlated on all measures. A linear relation was found which predicted increasing test scores with younger ages at implantation for all scales administered.Conclusions-While the expected scores reported here should not be considered as normative data, they are benchmarks which may be useful for evaluating spoken language progress of children with cochlear implants in enrolled in spoken language-based programs.Published literature shows that children who are profoundly deaf and who receive a cochlear implant often achieve spoken language skills much closer to the skills of their hearing peers than previously possible. Levels of spoken language skill previously achieved only occasionally in children who were profoundly deaf and used hearing aids have now become the norm, with higher levels seen in the areas of speech perception (Eisenberg et al., 2006), speech production (Chin, Tsai & Gao, 2003;Flipsen & Colvard, 2006;Horga & Liker, 2006;Tobey, Geers, Brenner, Altuna, & Gabbert, 2003), language (Moog, 2002;Nicholas & Geers, 2006a;2006b), and reading (Geers, 2003;Spencer, Tomblin & Gantz, 1998). Many educators and clinicians working with children who have severe-profound hearing loss are revising educational strategies and expectations based upon the general success facilitated by cochlear implant (CI) devices. Sources of VariabilityPrior to surgery, parents often ask clinicians to describe the spoken language proficiency that may be expected following cochlear implantation. During post-implant habilitation, they may NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript ask whether their child is making expected progress in relation to other children with CIs. Despite the impressive skills achieved by many children with CIs, variability in progress remains a significant concern. The range of observed outcomes adds uncertainty to projecting future progress for ...

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Language Acquisition in Young German- Speaking Children with Cochlear Implants: Individual Differences and Implications for Conceptions of a ‘Sensitive Phase’

Cited by 69 publications

References 13 publications

Cued Speech for Enhancing Speech Perception and First Language Development of Children With Cochlear Implants

Cued Speech for Enhancing Speech Perception and First Language Development of Children With Cochlear Implants

Examining Multiple Sources of Influence on the Reading Comprehension Skills of Children Who Use Cochlear Implants

Expected Test Scores for Preschoolers With a Cochlear Implant Who Use Spoken Language

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