Reading and Theory of Mind in Adolescents with Cochlear Implant

Figueroa, Mario; Darbra, Sònia; Silvestre, Núria

doi:10.1093/deafed/enz046

Cited by 12 publications

(14 citation statements)

References 64 publications

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“…Regarding the reading performance of the CI group, this was significantly lower in comparison with TH. Our results are in line with previous studies concerning low reading comprehension in adolescents with CI (Dillon et al, 2012; Figueroa et al, 2020). In addition, the analysis of the performance on different types of questions suggested that the CI group performed poorly on literal questions of mnemonic comprehension and on inferential questions of non-mnemonic reading comprehension.…”

Section: Discussionsupporting

confidence: 93%

“…Weaknesses in these EF could have a negative effect on different academic domains such as studying, test-taking, long-term projects, written expression, or reading comprehension (Meltzer & Krishnan, 2007). CI have provided linguistic and academic improvements for children with hearing loss (Geers & Nicholas, 2013; Schorr et al, 2008), but some studies have shown that these improvements are not enough for them to understand a text at the same level as their TH peers in adolescence (Dillon et al, 2012; Figueroa et al, 2020). However, Geers and Hayes (2011) reported that most adolescents with CI were within or above the average range for their hearing peers in reading skills scores.…”

mentioning

confidence: 99%

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Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

Figueroa

Silvestre

Darbra

2020

Communication Disorders Quarterly

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The acquisition of effective reading comprehension for adolescents with cochlear implant (CI) in inclusive settings is crucial for ensuring the benefit of current traditional reading curricula and instructional practices. Executive functions (EF) are recognized as important cognitive processes during reading by students with typical hearing (TH). This study compared the relationship between EF and reading comprehension in adolescents with TH and CI. Three tests sessions were performed on two groups of adolescents between 12 and 16 years old (36 with CI and 54 with TH). Reading comprehension was assessed by a standardized reading battery and EF by computerized tests. The results indicated that adolescents with CI perform EF tasks with a similar efficiency as the TH group, but the performance of CI group on expository texts was lower than in TH students. Reading comprehension of expository texts was related to inhibition and shifting in adolescents with CI.

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Section: Discussionsupporting

confidence: 93%

mentioning

confidence: 99%

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

Figueroa

Silvestre

Darbra

2020

Communication Disorders Quarterly

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“…This early discrepancy in FBU might also persist in adolescents with CIs, as reported by Figueroa et al. (2020) .…”

Section: Introductionmentioning

confidence: 70%

False Belief Understanding in Deaf Children With Cochlear Implants

Pluta

Krysztofiak

Zgoda

et al. 2021

The Journal of Deaf Studies and Deaf Education

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Theory of mind (ToM) is crucial for social interactions. Previous research has indicated that deaf and hard-of-hearing children born into hearing families (DoH) are at risk of delayed ToM development. However, it is unclear whether this is the case for DoH children who receive cochlear implants (CIs) before and around the second year of life. The present study aimed to investigate false belief understanding (FBU) in DoH children with CIs. The relationships between false belief task (FBT) performance, sentence comprehension, age at implantation, duration of CI use, and Speech Recognition Threshold were explored. A total of 94 children with typical levels of hearing (TH) and 45 DoH children (age range: 3–8), who received their first CI between 6 and 27 months of age, were tested on the FBT and a sentence comprehension test. Results showed that 4- and 5-year-old children with CIs performed significantly worse than their peers with TH on the FBT; 6- to 8-year-old children with CIs performed similarly to age-matched children with TH. Age at implantation and duration of CI use were correlated with sentence comprehension but not with the FBT. The results indicated that FBU was delayed until the age of 6 years in most of children with CIs.

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“…Delay in false belief understanding might also affect the development of advanced ToM concepts, as suggested by the recent study of Figueroa et al [75]. They showed that deaf adolescents aged 12-16 years with CIs had a lower understanding of second-or higher-order beliefs and of understanding multiple perspectives requiring mentalizing.…”

Section: Tom Development In Deaf Children With Cismentioning

confidence: 94%

Theory of Mind Development in Deaf Children With Cochlear Implants: Literature Review

Krysztofiak¹,

Pluta²

2021

J Hear Sci

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Theory of mind (ToM) is the mental capacity that allows us to represent the mental states (beliefs, desires, emotions) of other people, infer them from situational cues, and predict their behavior. According to the standard view, the most important milestone in ToM development -the ability to pass the false belief test (FBT) -emerges around four years of age. FBT requires one to understand that the beliefs of others are independent from reality and from one's own beliefs, and that their behavior can be predicted by their mental states. Previous research has indicated that deaf and hard-of-hearing children born into hearing families (DoH) are at risk of delayed ToM development due to restricted social interactions. However, these findings are unclear for DoH children who receive cochlear implants (CIs) and whose hearing is partially restored. In this review, we summarize research on the development of ToM in DoH children with cochlear implants (CIs). We describe how language (vocabulary and syntax) influences ToM. Finally, we discuss the nature of social interactions that facilitate ToM development in children with typical hearing as well as in DoH children with CIs.

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Reading and Theory of Mind in Adolescents with Cochlear Implant

Cited by 12 publications

References 64 publications

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

False Belief Understanding in Deaf Children With Cochlear Implants

Theory of Mind Development in Deaf Children With Cochlear Implants: Literature Review

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