Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience.
Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience.
复制标题
DOI：
10.1097/aud.0b013e3181fa41fa
复制
发表时间：
2011-02
期刊：
影响因子：
3.7
通讯作者：
Hayes H
中科院分区：
文献类型：
--
作者：
Geers AE;Hayes H
目的：本研究有三个目标：（1）记录学龄前接受人工耳蜗植入（CI）的聋哑青少年的识字技能;（2）检查从小学到高中的阅读增长;（3）评估早期识字水平和语音处理技能对高中识字水平的贡献。设计：一组阅读、拼写、临时写作和语音处理评估被施用于112名年龄在15.5至18.5岁的高中学生，研究对象为8.0 ~ 9.9岁的小学低年级（CI-E）学生，他们参加了阅读评估。CI-HS学生的表现与听力正常的同龄人（N= 46）或评估开发者提供的听力标准进行了比较。许多CI-HS学生（47至66%）在阅读测试中表现在听力同龄人的平均范围内或以上。与他们的CI-E表现相比，早期的好读者在高中也是好读者。重要的是，随着时间的推移，与听力正常的同龄人相比，大多数CI-HS学生保持了他们的阅读水平，这表明表现上的差距至少对大多数学生来说没有扩大。书面表达和语音处理任务提出了很大的困难，CI-HS的学生。与听力正常的同龄人相比，他们的拼写能力较差，说明性作家较差，语音知识也较差。语音处理技能是一个关键的预测高中识字技能（阅读，拼写，和临时写作），占39%的方差控制后，剩余的儿童，家庭，和植入物的characteristics.Conclusions：许多儿童谁收到CI学龄前儿童实现适龄识字水平的青少年。然而，与听力正常的同龄人相比，在拼写和书面表达方面的明显延迟是显而易见的。对于认知障碍儿童，语音处理技能的发展不仅对早期的阅读技能（如解码）很重要，而且对以后的读写能力也很重要。
Objectives:This study had three goals:(1) to document the literacy skills of deaf adolescents who received cochlear implants (CIs) as preschoolers;(2) to examine reading growth from elementary grades to high school;(3) to assess the contribution of early literacy levels and phonological processing skills, among other factors, to literacy levels in high school.Design:A battery of reading, spelling, expository writing, and phonological processing assessments were administered to 112 high school (CI-HS) students, ages 15.5 to 18.5 yrs, who had participated in a reading assessment battery in early elementary grades (CI-E), ages 8.0 to 9.9 yrs. The CI-HS students' performance was compared with either a control group of hearing peers (N= 46) or hearing norms provided by the assessment developer.Results:Many of the CI-HS students (47 to 66%) performed within or above the average range for hearing peers on reading tests. When compared with their CI-E performance, good early readers were also good readers in high school. Importantly, the majority of CI-HS students maintained their reading levels over time compared with hearing peers, indicating that the gap in performance was, at the very least, not widening for most students. Written expression and phonological processing tasks posed a great deal of difficulty for the CI-HS students. They were poorer spellers, poorer expository writers, and displayed poorer phonological knowledge than hearing age-mates. Phonological processing skills were a critical predictor of high school literacy skills (reading, spelling, and expository writing), accounting for 39% of variance remaining after controlling for child, family, and implant characteristics.Conclusions:Many children who receive CIs as preschoolers achieve age-appropriate literacy levels as adolescents. However, significant delays in spelling and written expression are evident compared with hearing peers. For children with CIs, the development of phonological processing skills is not just important for early reading skills, such as decoding, but is critical for later literacy success as well.