Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills

Autor: Cecilia Nakeva von Mentzer, Malin Wass, Magnus Lindgren, Inger Uhlén, Marianne Ors, Björn Lyxell, Birgitta Sahlén, Petter Kallioinen
Rok vydání: 2013
Předmět:
Male
Medicin och hälsovetenskap
medicine.medical_specialty
Grapheme
Deafness
Audiology
Language Development
Medical and Health Sciences
Engineering psychology
Hearing Aids
Speech Production Measurement
Phonetics
Reference Values
Deaf and hard of hearing
Children
Cochlear implants
Hearing aids
Phonological processing skills
Computer-assisted intervention
otorhinolaryngologic diseases
Computer-Assisted Intervention
Humans
Medicine
Child
Hearing Disorders
Reference group
Observer Variation
Analysis of Variance
business.industry
General Medicine
Cochlear Implantation
Correspondence as Topic
Pre-intervention
Cochlear Implants
Reading
Otorhinolaryngology
Case-Control Studies
Child
Preschool
Pediatrics
Perinatology and Child Health
Education of Hearing Disabled
Speech Perception
Female
business
Computer-Assisted Instruction
Zdroj: International Journal of Pediatric Otorhinolaryngology. 77:2049-2057
ISSN: 0165-5876
Popis: Objective Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention. Study the effects of computer-assisted phoneme–grapheme correspondence training in the children. Specifically analyze possible effects on DHH children's phonological processing skills. Methods The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme–grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3 post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents. Results NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme–grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme–grapheme correspondence. Conclusion For some DHH children phonological processing skills are boosted relatively more by phoneme–grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters. Neurofysiologiska aspekter på hörande
Databáze: OpenAIRE
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