Segmental and suprasegmental properties in nonword repetition – An explorative study of the associations with nonword decoding in children with normal hearing and children with bilateral cochlear implants

Mentzer, Cecilia Nakeva von; Lyxell, Björn; Sahlén, Birgitta; Dahlström, Örjan; Lindgren, Magnus; Ors, Marianne; Kallioinen, Petter; Engström, Elisabet; Uhlén, Inger

doi:10.3109/02699206.2014.987926

Cited by 18 publications

(21 citation statements)

References 51 publications

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“…This may be explained by their less developed processing skills, which result in less fine-grained phonological representations. In a similar vein, Von Mentzer et al (2015) showed that children with CI's phonological representation of words with consonant clusters are also less fine-grained. Words with consonant clusters are also seen as complex words, similar to longer words.…”

Section: Discussionmentioning

confidence: 91%

Intraword Variability in Children With Cochlear Implants: The Long-Term Development up to 5 Years of Age and a Comparison With Children With Normal Hearing

Faes

Gillis

2018

Am J Speech Lang Pathol

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Section: Discussionmentioning

confidence: 91%

Intraword Variability in Children With Cochlear Implants: The Long-Term Development up to 5 Years of Age and a Comparison With Children With Normal Hearing

Faes

Gillis

2018

Am J Speech Lang Pathol

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“…However, both CI and HA users typically have reduced ability to perceive fundamental frequency and amplitude (Moore, 2003(Moore, , 2007, both of which provide important cues to prosody. Results from previous studies suggest that stress in nonwords is more accurately repeated than segments by Swedishspeaking DHH children (Ibertsson, Willstedt-Svensson, Radeborg, & Sahlén, 2008;Nakeva von Mentzer et al, 2015). It is not clear, however, if this extends to the prosodic feature tonal word accent.…”

Section: Introductionmentioning

confidence: 88%

Prosodic and segmental aspects of nonword repetition in 4- to 6-year-old children who are deaf and hard of hearing compared to controls with normal hearing

Sundström

Löfkvist

Lyxell

et al. 2018

Clinical Linguistics & Phonetics

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Children who are deaf or hard of hearing (DHH) are at an increased risk of speech and language deficits. Nonword repetition (NWR) is a potential predictor of problems with phonology, grammar and lexicon in DHH children. The aim of the present study was to examine repetition of prosodic features and segments in nonwords by DHH children compared to children with normal hearing (NH) and to relate NWR performance to measures of language ability and background variables. In this cross-sectional study, 14 Swedish-speaking children with mild-profound sensorineural hearing loss, aged 4-6 years, and 29 age-matched controls with NH and typical language development participated. The DHH children used cochlear implants (CI), hearing aids or a combination of both. The assessment materials included a prosodically controlled NWR task, as well as tests of phonological production, expressive grammar and receptive vocabulary. The DHH children performed below the children with NH on the repetition of tonal word accents, stress patterns, vowels and consonants, with consonants being hardest, and tonal word accents easiest, to repeat. NWR performance was also correlated with language ability, and to hearing level, in the DHH children. Both prosodic and segmental features of nonwords are problematic for Swedish-speaking DHH children compared to children with NH, but performance on tonal word accent repetition is comparably high. NWR may have potential as a clinically useful tool for identification of children who are in need of speech and language intervention.

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“…However, prior to the present work, only one study had investigated associations between sign language PA and reading in DHH signing children, indicating a positive relationship (McQuarrie & Abbott, 2013). Further, as mentioned above, imitation of unfamiliar lexical forms, involving manipulation of stored phonological representations (Gathercole, 2006;Marshall, 2014), has been linked to reading skills in both hearing Pennington & Bishop, 2014) and DHH children (Dillon & Pisoni, 2006;Nakeva von Mentzer et al, 2015), and might thus play an important part in word reading development in DHH signing children. The relations between phonological analysis and processing of sign language and developing word reading skills were of particular interest in the present work.…”

Section: Sign Language Skills and Learning To Read Wordsmentioning

confidence: 99%

“…Earlier studies on hearing children indicate that performance on analogous speech based tasks, that is, imitation of unfamiliar words, is linked to word learning (Gathercole, 2006) and reading ability Pennington & Bishop, 2014). Further, an association between the precision of repeating unfamiliar words and the ability to read words has also been reported in children with CIs who primarily use speech (Dillon & Pisoni, 2006;Nakeva von Mentzer et al, 2015). The ability to retrieve stored sub-lexical representations and assemble these into a new lexical item in working memory, as reflected by an ability to precisely imitate unfamiliar lexical forms (c.f., Marshall, 2014), might reflect a propensity for change in the lexical system, or lexical restructuring (Metsala, 1999).…”

Section: Sign Language and Word Readingmentioning

confidence: 99%

“…In particular, tasks involving imitation of unfamiliar lexical forms may indicate how susceptible the lexical system is to change (e.g., Metsala, 1999;Gathercole, 2006). Further, imitation of unfamiliar lexical forms is linked to reading skills in hearing children Pennington & Bishop, 2009) and associated with the ability to read words in DHH children who use speech (Dillon & Pisoni, 2006;Nakeva von Mentzer et al, 2015). Imitation of lexical manual gestures may reveal the ability of sign language users to manipulate representations from the lexical system, and may thus involve processes of importance for reading development.…”

Section: Efficient Language Processing and Imitationmentioning

confidence: 99%

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Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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Segmental and suprasegmental properties in nonword repetition – An explorative study of the associations with nonword decoding in children with normal hearing and children with bilateral cochlear implants

Cited by 18 publications

References 51 publications

Intraword Variability in Children With Cochlear Implants: The Long-Term Development up to 5 Years of Age and a Comparison With Children With Normal Hearing

Intraword Variability in Children With Cochlear Implants: The Long-Term Development up to 5 Years of Age and a Comparison With Children With Normal Hearing

Prosodic and segmental aspects of nonword repetition in 4- to 6-year-old children who are deaf and hard of hearing compared to controls with normal hearing

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

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