Lexical Knowledge and Phonological Awareness in Children with Cochlear Implants

项目总结 大多数在很小的时候接受人工耳蜗植入的儿童阅读能力低于八年级的高水平。 学校(Geers&Hayes，2011)。造成这种阅读问题的一个早期原因很可能是音位缺陷 意识，分析语言声音的能力。中国人语音意识差的原因 植入人工耳蜗的儿童可能与词汇知识有关，而不是与言语感知有关。这个 词汇重组模型认为，语音意识是随着儿童词汇的增长而发展的 儿童对单词的表征进行重组。这项拟议的研究的目的是测试词汇 重组模型作为人工耳蜗术后儿童语音意识低下的潜在解释。 中心假设是：(A)植入人工耳蜗术的儿童比植入人工耳蜗术的儿童认识的密集单词要少 年龄和词汇量匹配的正常听力：(B)植入人工耳蜗术的儿童听力较弱 与年龄和词汇量匹配的儿童相比，相似单词之间的语音联系，以及(C) 植入人工耳蜗的儿童在完成语音意识任务时将表现出较差的熟练程度 邻域密度高于听力正常儿童。建议进行研究的理据 是提供表征儿童语音意识的词汇基础的初步证据 可以在大规模项目中检验有关干预的假说的人工耳蜗术。具体的 目标包括：(A)确定植入人工耳蜗的儿童是否比儿童认识更少的密集单词 听力正常，年龄匹配，词汇量匹配，(B)确定儿童是否患有 人工耳蜗植入物表现出与儿童相同的对单词之间语音联系的意识 听力正常，年龄匹配，词汇量匹配，以及(C)确定儿童是否患有 与年龄匹配的听力正常的儿童相比，人工耳蜗术中的表现更差 密集词汇与稀疏词汇在语音意识任务中的词汇量。建议数 这项研究将招募90名年龄在5岁至6岁之间的儿童；11：30名植入人工耳蜗者，30名听力正常的匹配儿童 年龄方面，30人的词汇量相匹配。孩子们将完成三个实验任务来确定：(1) 如果植入人工耳蜗术的儿童在稀疏邻域密度下认识的单词相对多于高密度的单词 与听力正常的儿童相比的邻里密度，(2)如果语音启动有助于 人工耳蜗术后儿童判断反应时与听力正常儿童的反应时比较 植入人工耳蜗的儿童在语音意识任务上的表现比植入人工耳蜗者差 听力正常，特别是在涉及邻域密度稀疏的单词的任务中。拟议的研究 意义重大，因为它检验了一种假说，即语音以外的语音意识差的原因 人工耳蜗术后儿童的知觉，从而促进儿童语言发展领域 听力损失，缺乏关于识字成绩差的根本原因的研究。

PROJECT SUMMARY A majority of children who receive cochlear implants at an early age read below an eighth-grade level in high school (Geers & Hayes, 2011). One early cause of this reading problem is likely a deficit in phonological awareness, the ability to analyze the sounds of language. The cause of poor phonological awareness in children with cochlear implants may be related to vocabulary knowledge rather than speech perception. The Lexical Restructuring Model proposes that phonological awareness develops as children's lexicons grow and children restructure word representations. The objective of the proposed study is to test the Lexical Restructuring Model as a potential account of poor phonological awareness in children with cochlear implants. The central hypotheses are that (a) children with cochlear implants know fewer dense words than children with normal hearing matched for age and vocabulary size, (b) children with cochlear implants develop weaker phonological connections between similar words than children matched for age and vocabulary size, and (c) children with cochlear implants will demonstrate less proficiency completing phonological awareness tasks for words with high neighborhood density than children with normal hearing. The rationale for the proposed study is to provide preliminary evidence characterizing the lexical basis of phonological awareness in children with cochlear implants such that hypotheses about intervention can be tested in a large-scale project. The specific aims include: (a) determine whether children with cochlear implants know fewer dense words than children with normal hearing matched for age and matched for vocabulary size, (b) determine whether children with cochlear implants demonstrate the same awareness of phonological connections between words as children with normal hearing matched for age and matched for vocabulary size and (c) determine whether children with cochlear implants perform more poorly than children with normal hearing matched for age and matched for vocabulary size on phonological awareness tasks for dense versus sparse vocabulary words. The proposed study will enroll 90 children between 5;0 and 6;11: 30 with cochlear implants, 30 with normal hearing matched for age, and 30 matched for vocabulary size. Children will complete three experimental tasks to determine: (1) if children with cochlear implants know relatively more words with sparse neighborhood density than high neighborhood density as compared to children with normal hearing, (2) if phonological priming facilitates reaction time for judgments in children with cochlear implants as for children with normal hearing, and (3) if children with cochlear implants perform more poorly on phonological awareness tasks than children with normal hearing, particularly in tasks involving words with sparse neighborhood density. The proposed research is significant because it tests a hypothesis about a cause of poor phonological awareness beyond speech perception in children with cochlear implants, thereby advancing the field of language development in children with hearing loss, where there is a paucity of research about underlying causes of poor literacy outcomes.