Reading Comprehension of Deaf Children With Cochlear Implants

Vermeulen, Anneke; Bon, Wim Van; Schreuder, Rob; Knoors, Harry; Snik, A.F.M.

doi:10.1093/deafed/enm017

Cited by 118 publications

(81 citation statements)

References 31 publications

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“…Readers may be surprised that more of the good readers did not have cochlear implants; however, it must be noted that the age of implantation for these children ranged from 3 years 10 months to 5 years 8 months and so these were not early implanted. The advantage in reading ability typically found for cochlear implanted deaf children is usually observed in early implanted children (see Archbold, Harris, O'Donoghue, Nikolopoulos, White & Richmond, 2008;Vermeulen, van Bon, Schreuder, Knoors & Snik, 2007).…”

Section: Discussionmentioning

confidence: 99%

Predictors of reading development in deaf children: A 3-year longitudinal study

Kyle

Harris

2010

Journal of Experimental Child Psychology

150

151

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This is the unspecified version of the paper.This version of the publication may differ from the final published version. The development of reading ability in a group of deaf children was followed over a three year period. 29 deaf children, aged 7-8 years old at the first assessment, participated in the study and every 12 months they were given a battery of literacy, cognitive and language based tasks. Earlier vocabulary and speechreading skills predicted longitudinal growth in reading achievement. The relations between reading and the predictor variables showed developmental change. Earlier reading ability was related to later phonological awareness skills, suggesting that deaf children might develop their phonological awareness through reading. Deaf children who had the most age-appropriate reading skills tended to have less severe hearing losses, earlier diagnoses and preferred to communicate through speech. The theoretical implications of the role for speechreading, vocabulary and phonological awareness in deaf children's literacy are discussed. Permanent repository link

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Section: Discussionmentioning

confidence: 99%

Predictors of reading development in deaf children: A 3-year longitudinal study

Kyle

Harris

2010

Journal of Experimental Child Psychology

150

151

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“…Studies of large cohorts in Scotland (Thoutenhoofd, 2006) and the Netherlands (Vermeulen, van Bon, Schreuder, Knoors, & Snik, 2007) found that children with cochlear implants scored comparatively higher on reading and writing than peers with hearing aids but were still delayed when compared to hearing peers. In all three of these studies, which were carried out some years ago, children with a range of cognitive abilities were included.…”

Section: Introductionmentioning

confidence: 99%

Literacy Outcomes for Primary School Children Who Are Deaf and Hard of Hearing: A Cohort Comparison Study

Harris

Terlektsi

Kyle

2017

J Speech Lang Hear Res

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractPurpose: This study compared the language and literacy of two cohorts of children with severe-profound hearing loss, recruited 10 years apart, to determine whether outcomes had improved in line with the introduction of newborn hearing screening and access to improved hearing aid technology.Method: Forty-two deaf children, aged 5 -7 years with a mean unaided loss of 102 DB,were assessed on language, reading and phonological skills. Their performance was compared to that of a similar group of 32 deaf children assessed 10 years earlier, and also a group of 40 hearing children of similar single word reading ability.Results: English vocabulary was significantly higher in the new cohort, although it was still below chronological age. Phonological awareness and reading ability had not significantly changed over time. In both cohorts English vocabulary predicted reading but phonological awareness was only a significant predictor for the new cohort. Conclusions:The current results show that vocabulary knowledge of children with severe-profound hearing loss has improved over time but there has not been a commensurate improvement in phonological skills or reading. They suggest that children with severe-profound hearing loss will require continued support to develop robust phonological coding skills to underpin reading.3

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“…Several authors (e.g. Merrills, Underwood, & Wood, 1994;Vermeulen, van Bon, Schreuder, Knoors & Snik, 2007;Wauters et al, 2006) argue that deaf children's reading comprehension delays are not simply a consequence of their poor visual word recognition skills. For example, both Wauters et al (2006) and Vermeulen et al (2007) reported that visual word recognition scores (from lexical decision tasks) only accounted for between 32% and 52% of the variation in reading comprehension skills in deaf children with and without cochlear implants.…”

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confidence: 99%