Predictors of Reading Comprehension in Children With Cochlear Implants
Document identifier: oai:DiVA.org:ltu-76341
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10.3389/fpsyg.2019.02155Keyword: Engineering and Technology,
Mechanical Engineering,
Production Engineering, Human Work Science and Ergonomics,
Teknik och teknologier,
Maskinteknik,
Produktionsteknik, arbetsvetenskap och ergonomi,
Engineering Psychology,
Teknisk psykologiPublication year: 2019Relevant Sustainable Development Goals (SDGs):
The SDG label(s) above have been assigned by OSDG.aiAbstract: Children with a profound hearing loss who have been implanted with cochlear implants (CI), vary in terms of their language and reading skills. Some of these children have strong language skills and are proficient readers whereas others struggle with language and both the decoding and comprehension aspects of reading. Reading comprehension is dependent on a number of skills where decoding, spoken language comprehension and receptive vocabulary have been found to be the strongest predictors of performance. Children with CI have generally been found to perform more poorly than typically hearing peers on most predictors of reading comprehension including word decoding, vocabulary and spoken language comprehension, as well as working memory. The purpose of the current study was to investigate the relationships between reading comprehension and a number of predictor variables in a sample of twenty-nine 11–12-year-old children with profound hearing loss, fitted with CI. We were particularly interested in the extent to which reading comprehension in children with CI at this age is dependent on decoding and receptive vocabulary. The predictor variables that we set out to study were word decoding, receptive vocabulary, phonological skills, and working memory. A second purpose was to explore the relationships between reading comprehension and demographic factors, i.e., parental education, speech perception and age of implantation. The results from these 29 children indicate that receptive vocabulary is the most influential predictor of reading comprehension in this group of children although phonological decoding is, of course, fundamental.
Authors
Malin Wass
Luleå tekniska universitet; Människa och teknik
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Lena Anmyr
Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden. Department of Social Work in Health, Karolinska University Hospital, Stockholm, Sweden
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Björn Lyxell
Department of Special Needs Education, University of Oslo, Oslo, Norway. Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
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Elisabet Östlund
Department of Otorhinolaryngology, Karolinska University Hospital, Stockholm, Sweden
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>>
Eva Kaltorp
Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden. Department of Otorhinolaryngology, Karolinska University Hospital, Stockholm, Sweden
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Ulrika Löfkvist
Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden. Department of Special Needs Education, University of Oslo, Oslo, Norway
Other publications
>>
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header:
identifier: oai:DiVA.org:ltu-76341
datestamp: 2021-04-19T12:36:14Z
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recordCreationDate: 2019-10-10
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http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76341
10.3389/fpsyg.2019.02155
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2-s2.0-85073000086
titleInfo:
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lang: eng
title: Predictors of Reading Comprehension in Children With Cochlear Implants
abstract: Children with a profound hearing loss who have been implanted with cochlear implants (CI) vary in terms of their language and reading skills. Some of these children have strong language skills and are proficient readers whereas others struggle with language and both the decoding and comprehension aspects of reading. Reading comprehension is dependent on a number of skills where decoding spoken language comprehension and receptive vocabulary have been found to be the strongest predictors of performance. Children with CI have generally been found to perform more poorly than typically hearing peers on most predictors of reading comprehension including word decoding vocabulary and spoken language comprehension as well as working memory. The purpose of the current study was to investigate the relationships between reading comprehension and a number of predictor variables in a sample of twenty-nine 11–12-year-old children with profound hearing loss fitted with CI. We were particularly interested in the extent to which reading comprehension in children with CI at this age is dependent on decoding and receptive vocabulary. The predictor variables that we set out to study were word decoding receptive vocabulary phonological skills and working memory. A second purpose was to explore the relationships between reading comprehension and demographic factors i.e. parental education speech perception and age of implantation. The results from these 29 children indicate that receptive vocabulary is the most influential predictor of reading comprehension in this group of children although phonological decoding is of course fundamental.
subject:
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lang: eng
authority: uka.se
topic:
Engineering and Technology
Mechanical Engineering
Production Engineering Human Work Science and Ergonomics
@attributes:
lang: swe
authority: uka.se
topic:
Teknik och teknologier
Maskinteknik
Produktionsteknik arbetsvetenskap och ergonomi
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lang: eng
authority: ltu
topic: Engineering Psychology
genre: Research subject
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lang: swe
authority: ltu
topic: Teknisk psykologi
genre: Research subject
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Published
6
Validerad;2019;Nivå 2;2019-10-10 (johcin)
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Wass
Malin
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Luleå tekniska universitet
Människa och teknik
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malwas
0000-0001-7360-4858
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Anmyr
Lena
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affiliation: Department of Clinical Science Intervention and Technology Karolinska Institutet Stockholm Sweden. Department of Social Work in Health Karolinska University Hospital Stockholm Sweden
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Lyxell
Björn
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affiliation: Department of Special Needs Education University of Oslo Oslo Norway. Department of Behavioural Sciences and Learning Linköping University Linköping Sweden
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Elisabet
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affiliation: Department of Otorhinolaryngology Karolinska University Hospital Stockholm Sweden
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Kaltorp
Eva
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affiliation: Department of Clinical Science Intervention and Technology Karolinska Institutet Stockholm Sweden. Department of Otorhinolaryngology Karolinska University Hospital Stockholm Sweden
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Ulrika
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affiliation: Department of Clinical Science Intervention and Technology Karolinska Institutet Stockholm Sweden. Department of Special Needs Education University of Oslo Oslo Norway
originInfo:
dateIssued: 2019
publisher: Frontiers Media S.A.
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title: Frontiers in Psychology
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1664-1078
1664-1078
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