Phonological Awareness and Print Knowledge of Preschool Children With Cochlear Implants
Phonological Awareness and Print Knowledge of Preschool Children With Cochlear Implants
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DOI：
10.1044/1092-4388(2011/11-0086
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发表时间：
2012-06-01
影响因子：
2.6
通讯作者：
Eisenberg, Laurie S.
中科院分区：
文献类型：
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作者：
Ambrose, Sophie E.;Fey, Marc E.;Eisenberg, Laurie S.
目的：为了确定是否学龄前儿童与人工耳蜗植入有年龄相适应的语音意识和印刷知识，并检查这些技能与相关的语音和语言能力的关系。方法：样本包括24名儿童与人工耳蜗植入（CI）和23名同龄人听力正常（NH），年龄36至60个月。儿童的印刷知识，语音意识，语言，语音生产，语音感知能力进行了assessed.Results：语音意识，CI组的平均得分下降的学前早期识字测试的（Lonigan，瓦格纳，Torgesen，& Rashotte，2007年）规范样本平均值的一个标准差，但低于NH组的平均值超过一个标准差。CI组的表现没有显着差异，从NH组的印刷知识。对于CI组，语音意识和印刷品知识与语言，言语产生和言语感知显着相关。这些预测变量加在一起占34%的CI组的语音意识的方差，但没有显着的差异，在他们的印刷knowledge.Conclusions：儿童与CI有潜力发展适龄的早期识字技能的学龄前儿童，但很可能落后于他们的NH同龄人的语音意识。为这些儿童服务的干预计划应该通过指导和促进言语和语言发展来针对这些技能。
Purpose: To determine whether preschool-age children with cochlear implants have age-appropriate phonological awareness and print knowledge and to examine the relationships of these skills with related speech and language abilities.Method: The sample comprised 24 children with cochlear implants (CIs) and 23 peers with normal hearing (NH), ages 36 to 60 months. Children's print knowledge, phonological awareness, language, speech production, and speech perception abilities were assessed.Results: For phonological awareness, the CI group's mean score fell within one standard deviation of the Test of Preschool Early Literacy's (Lonigan, Wagner, Torgesen, & Rashotte, 2007) normative sample mean but was more than one standard deviation below the NH group mean. The CI group's performance did not differ significantly from that of the NH group for print knowledge. For the CI group, phonological awareness and print knowledge were significantly correlated with language, speech production, and speech perception. Together these predictor variables accounted for 34% of variance in the CI group's phonological awareness but no significant variance in their print knowledge.Conclusions: Children with CIs have the potential to develop age-appropriate early literacy skills by preschool age but are likely to lag behind their NH peers in phonological awareness. Intervention programs serving these children should target these skills with instruction and by facilitating speech and language development.