alexa The Phonics Approach in Swedish Children using Cochlear
ISSN: 2375-4427

Journal of Communication Disorders, Deaf Studies & Hearing Aids
Open Access

OMICS International organises 3000+ Global Conferenceseries Events every year across USA, Europe & Asia with support from 1000 more scientific Societies and Publishes 700+ Open Access Journals which contains over 50000 eminent personalities, reputed scientists as editorial board members.

Open Access Journals gaining more Readers and Citations

700 Journals and 15,000,000 Readers Each Journal is getting 25,000+ Readers

This Readership is 10 times more when compared to other Subscription Journals (Source: Google Analytics)

Research Article

The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain

Cecilia Nakeva von Mentzer1*, Björn Lyxell1, Birgitta Sahlén2,6, Örjan Dahlström1, Magnus Lindgren2,4, Marianne Ors2, Petter Kallioinen5 and Inger Uhlén3

1Department of Behavioral Sciences and Learning, Swedish Institute for Disability Research, Linköping University, 581 83 Linköping, Sweden

2Linneaus Centre: Cognition, Communication & Learning, Lund University, Box 117, 221 00 Lund, Sweden

3Karolinska University Hospital and Karolinska Institutet, Rosenlunds sjukhus, plan 8, Tideliusgatan 12, 118 69 Stockholm, Sweden

4Department of Psychology, Lund University, Box 117, 221 00 Lund, Sweden

5Department of Linguistics, Stockholm University, 106 91 Stockholm, Sweden

6Department of Logopedics, Phoniatrics and Audiology, Lund University Skåne University hospital 221 85 Lund, Sweden

*Corresponding Author:
Cecilia Nakeva von Mentzer
Department of Behavioral Sciences and Learning
Linköping University, Sweden
Tel: +46-13-282060
E-mail: [email protected]

Received date: August 29, 2014; Accepted date: October 04, 2014; Published date: October 11, 2014

Citation: Nakeva von Mentzer C, Lyxell B, Sahlén B, Dahlström O, Lindgren M, et al. (2014) The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain. Commun Disord Deaf Stud Hearing Aids 2:117. doi: 10.4172/2375-4427.1000117

Copyright: © 2014 Nakeva von Mentzer C, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

 

Abstract

The present study investigated cognitive abilities (i.e. Phonological Processing Skills (PhPS), lexical access, complex and visual Working Memory (WM), and letter knowledge) in Deaf and Hard of Hearing children (DHH) 5, 6 and 7 years of age using cochlear implants or hearing aids. Children with Normal Hearing (NH) served as a reference group. All children took part of a computer-assisted intervention with a phonics approach for 4 weeks aimed to support PhPS. The first aim of the study was to examine associations between cognitive abilities and Phonological Processing Skills (PhPS) pre intervention in DHH and NH children respectively. The second aim was to examine cognitive predictors of phonological gain post intervention. Finally, the influence of background variables on phonological gain was examined in NH and DHH respectively and in DHH children with weak PhPS particularly. Results showed comparable performance level in NH and DHH children on the majority of cognitive tasks, but weaker PhPS and lexical access in the DHH children. A significant association between PhPS and complex WM was only evident in DHH children. This finding suggests that DHH recruit more cognitive resources in phonological processing. A phonological representation task was the single predictor of phonological gain in DHH children. Children with initial weak performance on this task but had letter-naming skills, displayed relatively more phonological gain from the phonics training. Children with difficulties with the phonological representation task were older when diagnosed and had an older age at amplification. Further, these children displayed broader cognitive difficulties, suggesting that reduced access to auditory stimulation may have wide ranging effects on cognitive development.

Share This Page

Additional Info

Loading
Loading Please wait..
 
Peer Reviewed Journals
 
Make the best use of Scientific Research and information from our 700 + peer reviewed, Open Access Journals
International Conferences 2017-18
 
Meet Inspiring Speakers and Experts at our 3000+ Global Annual Meetings

Contact Us

 
© 2008-2017 OMICS International - Open Access Publisher. Best viewed in Mozilla Firefox | Google Chrome | Above IE 7.0 version
adwords