Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants
Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants
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DOI：
10.1044/1092-4388(2004/040
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发表时间：
2004-06-01
影响因子：
2.6
通讯作者：
Zwolan, TA
中科院分区：
文献类型：
--
作者：
Connor, CM;Zwolan, TA
多种因素影响他们阅读技能的发展，包括使用人工耳蜗。此外，多种因素影响着儿童人工耳蜗植入的整体成功。这些因素包括他们接受植入的年龄、沟通方式、词汇技能、术前残余听力和社会经济地位。91名患有语前障碍和重度听力障碍的儿童在不同年龄接受了人工耳蜗植入，参与了这项研究。结构方程模型证实，多因素影响青少年人工耳蜗使用者的阅读理解能力，且预测因素之间存在显著关联。植入前词汇对阅读有间接的积极影响，而植入后词汇对阅读有直接的积极影响。总体而言，语言能力较强的孩子表现出更强的阅读效果。植入时的年龄直接或间接地通过植入后词汇量影响阅读结果，且总影响很大。接受植入物的儿童年龄越小，阅读理解得分越高。社会经济地位对阅读产生负面影响。在植入前使用全沟通的儿童，其植入前词汇得分更高，但植入前交流方式对儿童阅读技能的总体影响可以忽略不计。讨论了研究和教育意义。
Multiple factors affect their development of reading skills, including use of cochlear implants. Further, multiple factors influence the overall success that children experience with their cochlear implants. These factors include the age at which they receive an implant, method of communication, vocabulary skills, preoperative residual hearing, and socioeconomic status. Ninety-one children with prelingual and profound hearing impairments who received cochlear implants at varying ages participated in the study. Structural equation modeling confirmed that multiple factors affected young cochlear implant users' reading comprehension skills and that there were significant associations between the predictors of reading comprehension. Pre-implant vocabulary had an indirect positive effect on reading through post-implant vocabulary, which had a direct positive effect on reading. Overall, children with stronger language skills demonstrated stronger reading outcomes. Age at implantation both directly and indirectly, through post-implant vocabulary, affected reading outcomes, and the total effect was large. Children who were younger when they received their implants tended to have higher reading comprehension scores. Socioeconomic status negatively affected reading. Children who used total communication prior to implantation tended to have stronger pre-implant vocabulary scores, but the total effect of pre-implant communication method on children's reading skills was negligible. Research and educational implications are discussed.