Spelling in Written Stories by School-Age Children with Cochlear Implants

Straley, Sara G.; Werfel, Krystal L.; Hendricks, Alison Eisel

doi:10.1080/14643154.2016.1143168

Cited by 8 publications

(7 citation statements)

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“…In a study on American English, Straley et al (2016) explored spelling in narrative texts from twenty children using CI. The children were between 8.9 and 12.7 years of age, and all had spoken language as their primary language.…”

Section: Introductionmentioning

confidence: 99%

Spelling in Deaf, Hard of Hearing and Hearing Children With Sign Language Knowledge

2019

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What do spelling errors look like in children with sign language knowledge but with variation in hearing background, and what strategies do these children rely on when they learn how to spell in written language? Earlier research suggests that the spelling of children with hearing loss is different, because of their lack of hearing, which requires them to rely on other strategies. In this study, we examine whether, and how, different variables such as hearing degree, sign language knowledge and bilingualism may affect the spelling strategies of children with Swedish sign language, Svenskt teckenspråk, (STS) knowledge, and whether these variables can be mirrored in these children’s spelling. The spelling process of nineteen children with STS knowledge (mean age: 10.9) with different hearing degrees, born into deaf families, is described and compared with a group of fourteen hearing children without STS knowledge (mean age: 10.9). Keystroke logging was used to investigate the participants’ writing process. The spelling behavior of the children was further analyzed and categorized into different spelling error categories. The results indicate that many children showed exceptionally few spelling errors compared to earlier studies, that may derive from their early exposure of STS, enabling them to use the fingerspelling strategy. All of the children also demonstrated similar typing skills. The deaf children showed a tendency to rely on a visual strategy during spelling, which may result in incorrect, but visually similar, words, i.e., a type of spelling errors not found in texts by hearing children with STS knowledge. The deaf children also showed direct transfer from STS in their spelling. It was found that hard-of-hearing children together with hearing children of deaf adults (CODAs), both with STS knowledge, used a sounding strategy, rather than a visual strategy. Overall, this study suggests that the ability to hear and to use sign language, together and respectively, play a significant role for the spelling patterns and spelling strategies used by the children with and without hearing loss.

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Section: Introductionmentioning

confidence: 99%

Spelling in Deaf, Hard of Hearing and Hearing Children With Sign Language Knowledge

2019

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“…The above results for children with CIs who are oral communicators, while promising, contrast somewhat with those reported by Straley et al (2016). Children in Straley and colleagues' (2016) study, who were aged between 8 and 12 years, achieved a mean standardised spelling score of 92.6, which is still within normal limits, but more than ten standard score points below the cohort examined by Fitzpatrick and colleagues (2012).…”

Section: Spelling Outcomes In Children With Cochlear Implants a Highmentioning

confidence: 57%

“…A number of studies have provided evidence as to the spelling skills of spoken communicators with CIs (Fitzpatrick et al, 2012;Hayes et al, 2011;Straley, Werfel & Hendricks, 2016). Fitzpatrick and colleagues (2012) administered a standardised real word spelling-to-dictation task to children with significant hearing loss aged 6 to 18 years, who used spoken language and received CIs at 2.9 years (SD = 1.2y).…”

Section: Spelling Outcomes In Children With Cochlear Implants a Highmentioning

confidence: 99%

“…Since early amplification and implantation are associated with better spoken and written language outcomes (Johnson & Goswami, 2010), this discrepancy may account for some of the difference. Importantly though, no typically hearing control group was included in the Fitzpatrick et al (2012) and the Straley et al (2016) studies, which limits the degree to which the CI groups' spelling skills might be directly compared with each other or with overall age-based expectations.…”

Section: Spelling Outcomes In Children With Cochlear Implants a Highmentioning

confidence: 99%

“…Responses to the DiSTi were examined to determine each participant's Spelling Sensitivity Scores for both elements (SSS-E) and words (SSS-W). The protocol for scoring was originally described by Masterson and Apel (2010), and has been used previously with CI cohorts (e.g., Apel & Masterson, 2015;Straley et al, 2016). By definition, items in the DiSTi contain letter sequences that do not commonly represent English phonemes and must therefore be learned as whole or partial orthographic representations.…”

Section: Spelling Sensitivity Score (Sss)mentioning

confidence: 99%

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Literacy development in children with cochlear implants

Bell¹

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In general, school-age children with significant hearing loss demonstrate poorer literacy skills than their typically hearing (TH) peers. However, it is often difficult to infer from research findings which individual factors contribute to overall learning outcomes, given the high degree of heterogeneity in the hearing-impaired population. Since the development of any specialised intervention is based on evidence about the strengths and weaknesses of the targeted group, gaps in research arising from population variability have clinical and educational significance. Of the broader population of children who are deaf and hard of hearing, the research presented in this thesis pertains to a homogeneous group of beginning readers with significant bilateral hearing loss, who use cochlear implants (CIs) and communicate via solely spoken language. A psycholinguistic approach, founded on existing theoretical models, informed the collection and analysis of research findings in this thesis, which has thus allowed for specific interpretations as to the skills underlying reading and writing outcomes in children with CIs. iii Declaration by author This thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis. I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, financial support and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my higher degree by research candidature and does not include a substantial part of work that has been submitted to qualify for the award of any other degree or diploma in any university or other tertiary institution. I have clearly stated which parts of my thesis, if any, have been submitted to qualify for another award. I acknowledge that an electronic copy of my thesis must be lodged with the University Library and, subject to the policy and procedures of The University of Queensland, the thesis be made available for research and study in accordance with the Copyright Act 1968 unless a period of embargo has been approved by the Dean of the Graduate School.

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